A Study Of The Correlation Between The Use Of Metacognitive Strategies By Senior High School Students And Their English Reading Comprehension Performance

The General High School English Curriculum Standard(2017 edition,revised in 2020)clearly states: High school students should enrich their language,humanities and science knowledge,radiate their thinking,and improve their aesthetic ability by reading a variety of articles,and they should gradually develop good reading habits and improve reading ability.However,in the process of teaching,the author found that high school students lacked the ability to make a reasonable reading plan before reading,and could not monitor themselves constantly during the reading process.After reading,it is even more difficult to reflect on and sum up experiences and lessons in time.Therefore,the author conducted a survey of reading ability and strategy use of students in the school,and through a series of statistics and analysis,explored the correlation between the use of metacognitive strategies of high school students and their English reading comprehension performance.There are several specific inquiry questions in this correlation study:(1)In the process of English reading,how do high school students use metacognitive strategies?(2)Is the use of metacognitive strategies of high school students related to their English reading comprehension performance?(3)What is the difference in the use of metacognitive learning strategies between students in high and low groups?The author divides this research into two stages.The first stage is to conduct a questionnaire survey on the research subjects.The research subjects of this research is 201 high school second-year students from a high school in Laixi City.The questionnaire used is Zhang Lian(2012)Metacognitive Strategy Questionnaire(see appendix)containing 25 questions.The second stage uses SPSS22.0 to analyze the data,including the questionnaires made by the students and the student’s final exam results in the reading section.The purpose is to test the use of metacognitive strategies by high school students in the reading process,and try to study whether high school students use metacognitive strategies to affect their English reading comprehension performance and what kind of impact it has.The conclusions of this study are as follows:(1)The average value of the monitoring strategy is the highest,with a value of 3.33.Next is the planning strategy,which uses an average of 2.97.Finally,the evaluation strategy,its average value is2.7.In general,the average value of the three metacognitive learning strategies is less than 3.5,indicating that the students corresponding to this sample do not use metacognitive learning strategies frequently,and many students still lack the understanding and awareness of using metacognitive strategies.(2)Through the correlation analysis of students’ reading performance and three types of cognitive strategies,it can be obtained that there is an obvious positive weak linear relationship between planning strategy and reading performance,an obvious positive linear relationship between supervision strategy and reading performance,and an obvious positive linear relationship between evaluation strategy and reading performance.The conclusions of this study suggest that teachers need to constantly update their reading teaching concepts and add training of metacognitive strategies to conventional reading teaching.Students should use metacognitive strategies to improve their reading performance.This correlation study basically achieved the expected goal,but it also has certain limitations in terms of the number of survey and test subjects and research variables.