The Research On Meta-cognitive Strategy In College English Writing Teaching

As an important key to open modern science and industrial technology in the western world,English occupies a prominent position in China’s foreign exchanges.With the gradual increase in the use of English,the requirements for non-English major college students’ English writing ability in English learning are also gradually increasing.However,from the present situation of English writing teaching in China,it can be seen that English writing is still a challenge for most English learners.Therefore,for today’s English teaching,to improve the ability of college students to use English writing is a top priority in English teaching.Based on the theory proposed by Flavell,an American psychologist,that metacognition is the knowledge of cognitive subjects about their own cognition,this study explores the specific application of metacognitive strategies in college English writing teaching.According to O ’Malley and Chamot(1990),metacognitive strategies are divided into planning strategies,monitoring strategies and evaluation and adjustment strategies.These three strategies can effectively promote the improvement of students’ English writing autonomy.From the perspective of improving college students’ English writing,this paper makes an empirical study on the application of metacognitive strategies in college students’ English writing.This empirical study takes two classes of Grade 2020 in Kashgar University as the research objects.The specific questions of the study mainly include :(1)What is the overall situation of non-English major college students’ use of metacognitive strategies in English writing?(2)Can the integration of metacognitive strategies in English writing training enhance students’ metacognitive usage awareness?(3)Can English writing training with the use of metacognitive strategies promote the improvement of English writing scores?Secondly,through a series of questionnaires,tests and interviews,it is found that students’ use of metacognitive strategies in English writing is not optimistic.Through statistical analysis of SPSS data,it is found that metacognitive strategies are used less frequently among non-English majors,and the level of using metacognitive strategies needs to be improved.Based on the comparative analysis between the experimental class and the control class,the author finds that the metacognitive strategy is helpful to improve students’ English writing performance.Students with poor metacognitive knowledge tend to be blind and random in their writing,and do not know how to make a reasonable plan,monitoring and evaluation of their learning.Although some students have used some metacognitive strategies in the process of English writing,the understanding and application of metacognitive strategies still need to be further deepened and studied from the final English writing works.In view of the above situation,this study first carried out a large amount of metacognitive knowledge supplement in the experimental process,and then carried out some metacognitive training.From the final test results,it can be seen that the training of metacognitive strategies has a certain positive impact on students’ English writing performance.Finally,the results show that most students lack metacognitive knowledge and do not often use metacognitive strategies in their daily learning.Therefore,teachers should fully supplement metacognitive strategy knowledge in English learning;Change one’s role;Provide timely feedback to students on their learning.Students should have a deep understanding of the influence of metacognitive knowledge on English writing;To enhance the awareness of the use of metacognitive strategies,so as to enhance the interest in English writing,and promote the improvement of English writing performance.