Research On Autonomous Learning Ability In College English Based On Metacognitive Strategy Training

With the rise of the knowledge economy,the rapid development of science and technology,and the increasingly fierce international competition,autonomous learning is not only the requirement of social development and lifelong education,but also the requirement of teaching reform.It is also one of the basic qualities for college students today.To adapt to the increasingly fierce competition in society,college students must constantly enrich themselves and learn to learn independently.After the 21 st century,with the advancement of China’s higher education quality project,college English teachers have gradually reached a consensus that cultivating students’ English autonomous learning ability is the core task of current teaching.However,there are still serious problems in students’ autonomous learning ability in college English in China.Therefore,it is necessary to improve students’ autonomous learning ability in college English.From studies at home and abroad,we know that most researchers improve students’ autonomous learning ability in college English through syllabus and curriculum,establishing autonomous learning centers or using multimedia-assisted teaching,but rare researchers use specialized strategy training,especially metacognition strategy training to improve students’ autonomous learning ability in college English.A large number of studies have shown that metacognitive strategy training is a key factor in cultivating students’ autonomous learning ability.Based on this,the research starting from metacognitive strategies and relying on college English teaching,carries out a study of autonomous learning ability in college English based on metacognitive strategy training,in order to verify whether metacognitive strategy training can improve students’ autonomous learning ability in college English,improve the quality of college English teaching,put forward specific suggestions and provide a reference for the follow-up researches.In this study,by collating and analyzing relevant literature,on the basis of defining concepts related to metacognitive,metacognitive strategies and autonomous learning,combining related research at home and abroad,using both quantitative and qualitative research methods,the two classes of non-English majors in a university in Chongqing were selected as research objects,with 29 students in the experimental class and 28 students in the controlled class.Before the training started,metacognitive strategies,English autonomous learning ability and English proficiency test were conducted on the students in both classes.Students’ metacognitive strategies,English autonomous learning ability and English proficiency were similar in the two classes,without significant differences.For the students in experimental class,in addition to college English teaching,metacognitive strategy training for one semester was also provided for them,while the students in the controlled class didn’t have metacognitive strategy training,only with normal college English teaching.After the training,students in both classes were conducted post-test of metacognitive strategies and English autonomous learning ability.The data before and after the experiment were put into the SPSS25.0data software.The descriptive analysis and paired sample t test were used to compare and analyze to verify whether metacognitive strategies can help to cultivate students’ autonomous learning ability in college English.At the same time,the experimental results of this study were further verified through the analysis of observations inside and outside the classroom,interviews and teaching log.The research results show that after one semester of metacognitive strategy training,students in the experimental class are better than those in the controlled class in students’ college English autonomous learning ability,especially in the four dimensions of understanding teachers’ teaching goals and classroom requirements,planning strategies,monitoring strategies,and evaluation strategies.So metacognitive strategy training can help to cultivate students’ autonomous learning ability in college English.Based on the research results and training reflections,the teaching suggestions are put forward:(1)teachers need to pay attention to metacognitive strategies to stimulate students’ metacognitive awareness;(2)teachers need to understand the needs of students,and guide students to formulate reasonable goals and plans;(3)teachers can monitor students from multiple sides to enhance students’ awareness of self-monitoring;(4)teachers can use multiple evaluation methods to improve students’ reflection ability.