A Study On The Application Of Metacognitive Strategies In College Students' English Mobile Learning

The development of mobile devices and communication technology makes mobile learning a popular trend as well as a common way of learning English autonomously for college students.In the past,many researchers explored the relationship between mobile learning and English autonomous learning,but few of them have investigated the use of metacognitive strategies in English mobile learning.Based on constructivist learning theory and informal learning theory,this study puts forward three research questions:1.What's the situation of English mobile learning among college students majoring in English?2.How is the application of metacognitive strategies in English mobile learning?3.Are there any significant differences between the high score group and the low score group in terms of the use of metacognitive strategies?This study focuses on the application of metacognitive strategies in English mobile learning through collecting 116 questionnaires from students majoring in English in Hunan University of Science and Technology..This study takes the questionnaire survey as the main measuring instrument and the interview as the complementary instrument.The data collected from questionnaires are analyzed by the tool SPSS.21.The results shows that:1.The freshmen of English major from Hunan University of Science and Technology have a variety of mobile devices,of which the mobile phone is the most commonly used mobile tool.Most students spend half an hour per day in English mobile learning,mainly including English word learning,listening practice and oral practice.Students make good use of English mobile learning resources and have a positive attitude towards English mobile learning,and they think it can improve the efficiency of English learning.Self control is the main internal factor affecting the English mobile learning,and the function of mobile devices and network speed are main external factors.2.The metacognitive strategies use among these English major students in mobile English learning is in the middle level.The use of metacognitive planning,monitoring and evaluating strategies is in the middle level.3.Compared with the low-score group,the high-score group have a better situation of using the metacognitive strategies.But there is no significant difference in using metacognitive strategies in these two groups.This research can give some enlightenments to students,teachers and researchers working on English mobile learning resources development.For students,they can use metacognitive strategies to guide their English mobile learning;for teachers,they can help their students to better use metacognitive strategies;for researchers,they can develop learning resources to develop students' learning metacognitive strategies.