A Study On The Application Of Metacognitive Strategy To English Writing In Higher Vocational College

English writing is a very important language skill students should acquire during their English study. This is not only a kind of productive skill. Writing can reflect learners’ overall mastery of English language well, but also a high requirement for students’ comprehensive ability of language use and teachers’ teaching skills. For higher vocational students, writing has been the weakest link. For the English teachers in higher vocational colleges, English writing teaching is an important part of the higher vocational English teaching, but the weak point in English teaching as well. Therefore, how to improve the writing ability of higher vocational students becomes one of the key issues in Higher Vocational English teaching. There are more and more researches on the metacognitive strategies both at home and abroad, however, the research on metacognitive strategies is still developing. Especailly, there is few research on metacognitive strategies applied in English writing teaching of vocational colleges.Therefore, guided by Basic Requirements of Vocational College English Teaching, and based on the metacognitive theory and metacognitive strategies, the writer propose an empirical assumptions that metacognitive strategies used in higher vocational colleges English writing can effetively improve students’ English writing scores. The pre-test of the two target classes of Zhangzhou City University shows that there is no obvious difference in their English writing. After that, the write applies metacognitive strategies to practical English writing teaching in the experimental class for 18 weeks. Then, metacognitve strategies are intervented into English writing teaching of the experimental class after which the post-test is taken and analyzed. The contrastive analysis between the pre-test and the post-test validates the effectiveness of metacognitive strategies in improving students’ scores of practical English writing and enhancing their English writing skills, which turns out that metacognitive strategies play a positive role in improving English teaching. In light of the results of the research, the limitations of this research and corresponding suggestions for further research on the relative topic are also included so as to promote future metacognitve strategy and improve English teaching and learning. In this way, the writer hopes to promote the teachers to take proper teaching strategies and teaching methods in teaching vocational English writing so as to improve students’ practical writing performance. She also hopes that this research can provide a positive reference to English writing of second language teaching.