A Study On The Effects Of Metacognitive Strategy Training On The Motivation Of Senior High School Students In English Reading

As a basic skill of learning English,English reading is one of the most essential ways for students to engage in language input.However,at present,senior high school students are not interested enough in English reading,and their reading motivation is not strong enough.To a certain extent,it affects the effectiveness of students’ English reading.Therefore,it is necessary to enhance students’ reading motivation.Metacognitive strategies are proved to be effective for individuals to regulate and control their cognitive behavior and provide guidance in English autonomous learning.The study tries to explore the effects of metacognitive strategies training on reading motivation of senior high school students,it mainly focuses on answering the following three questions:(1)What is the current situation of students’ motivation in English reading and their use of metacognitive strategies?(2)What is the correlation between metacognitive strategies and reading motivation of senior high school students?(3)What are the changes in senior high school students’ reading motivation after metacognitive strategies training?The researcher of the thesis selected two groups of total 100 students(50 in the experimental group,50 in the control group)from the first grade of a senior high school in Jiangxi Province and conducted a 16-week metacognitive strategy training.In the study,the data of students’ metacognitive strategy questionnaire,reading motivation questionnaire and reading tests were obtained before and after the experiment,and SPSS(22.0)was used to analyze the data.In addition,in order to provide a more adequate support for the analysis of the experimental results,the study also conducted two interviews in the experimental group before and after the metacognitive strategies training on students’ reading motivation.By analyzing the questionnaires,interviews and the data of reading tests,the three conclusions have been drawn.(1)Before metacognitive strategies training,senior high school students’ reading motivation in general is not strong enough,especially in the three aspects: self-efficacy,social motivation and intrinsic motivation.Their use of metacognitive strategies is at a mediocre level before the experiment.(2)There is a significant positive correlation between metacognitive strategies and reading motivation.(3)After the experiment,students’ reading motivation has been improved.Among the four dimensions of reading motivation,intrinsic motivation shows the greatest change,followed by self-efficacy,social motivation and extrinsic motivation.