A Study On The Correlation Between Metacognitive Strategies And Senior High School Students’ English Reading Performance

As an important way of language input,reading plays an important role in English learning.Reading is the focus of high school English teaching.How to make students use reading strategies effectively to improve their English reading level has been a common concern of many scholars and teachers.Metacognitive strategy refers to learners’ conscious use of planning,monitoring and evaluation strategies to effectively regulate learning activities.In recent years,there are more and more researches on the application of metacognitive strategies in foreign language learning,which provides a new perspective for English reading teaching in high school.Therefore,it is very necessary to study the application of metacognitive strategies in high school.The research questions of this study are as follows :(1)What is the overall situation of senior high school students’ use of metacognitive strategies in English reading?(2)What is the relationship between the use of metacognitive Strategies and English Reading Performance in High school students?(3)What is the difference between high level students and low level students in the use of metacognitive strategies?This study selected 200 students from five classes of senior one in Mudanjiang City as research objects.The metacognitive strategy questionnaire of Zhang Lian(see Appendix A)and students’ English reading performance were used for empirical research.Descriptive statistics,regression analysis and independent sample t test were conducted on the data using SPSS27.0 statistical tool software.In addition,10 students and 4 teachers were randomly selected for interview,which provided a more sufficient basis for the analysis of the results of this study.The findings are as follows :(1)The use of metacognitive strategies by high school students is generally at a medium level,and the frequency of use of three dimensions strategies is from high to low: monitoring strategy,evaluation strategy and planning strategy.(2)There was a moderate correlation between metacognitive strategies and English reading performance,indicating that the application of metacognitive strategies had a positive impact on students’ English reading performance.Among the three dimensions of metacognitive strategies,only monitoring strategy and evaluation strategy had significant predictive effects on English reading performance,while planning strategy had no significant predictive effects on English reading performance.(3)There is a significant difference in the use of metacognitive strategies between the high level group and the low level group.These two groups have the highest use of monitoring strategy.The high level group had the lowest utilization rate of the planning strategy,while the low level group had the lowest utilization rate of the evaluation strategy.Students still have much room for improvement in the use of planning strategy and evaluation strategy.Based on the above research results,this study puts forward suggestions for English teachers’ reading teaching and students’ reading learning.It is hoped that students can learn to make reading goals and plans under the guidance of teachers,learn to monitor the reading process and develop the ability to summarize and evaluate reading activities.