Investigation And Analysis Of The Current Status Of High School Students' Application Of Metacognitive Strategies In English Readin

In the Senior Middle School of China,English reading course has always been regarded as one of the basic courses,and reading score has always accounted for a significant proportion in the English subject of the college entrance examination.Besides,reading,as the main input method of language learning,also plays a very important intermediary role in the training of listening,speaking and writing.However,the current teaching mode of reading is still dominated by teacher teaching,ignoring the cultivation of students’ independent learning strategies.As a result,students’ English reading ability can’t be significantly improved.In addition,after combing relevant literature,it is found that there are few investigations and studies on the use of metacognitive strategies by high school students in the field of reading.Therefore,by investigating the level of metacognitive strategies used by high school students in English reading and their correlation with English reading performance,this paper proposes relevant suggestions to help high school English teachers carry out metacognitive strategy training,cultivate students’ metacognitive strategy application ability and develop their reading potential.Research process: Taking information processing theory and metacognitive learning theory as theoretical basis,and based on O ’Malley &Chamot’s four metacognitive strategy classification systems of planning,selective attention,monitoring and evaluation strategies,230 students in Grade one of Guyuan No.2Middle School in Ningxia Hui Autonomous Region were selected as survey objects.The questionnaire on the use of metacognitive strategies among high school students,the final English reading test of Guyuan No.2 Middle School and the interview outline were used as the investigation tools.The data obtained were input into Spss29.0 social science statistics software for descriptive statistical analysis,T test,correlation and multiple regression analysis.Three research questions are specifically explored:(1)The overall level of metacognitive strategies used in English reading and the specific level of the four types of metacognitive strategies used by the respondents?(2)Is there a difference in the level of metacognitive strategies used in English reading between high-group learners and low-group learners?(3)What is the relationship between the English reading scores of the respondents and their metacognitive strategy usage?The findings are as follows:(1)The overall frequency of metacognitive strategies used by high school students in English reading is at a medium level.The most frequently used metacognitive strategies are planning strategies,followed by selective attention strategies and monitoring strategies,and the lowest is self-evaluation strategies.(2)There is a great difference in the frequency of use of the four categories of metacognitive strategies between high-group learners and low-group learners.Among the two groups,the frequency of use of English reading metacognitive strategies by high-group learners reaches a high or medium level,while that by low-group learners is at a medium or low level,indicating that different levels of use of learning strategies will affect learning effects.Successful readers have more strategic knowledge than unsuccessful readers.(3)Pearson correlation analysis found that metacognitive strategies were significantly positively correlated with students’ reading performance.In addition,the results of multiple regression analysis show that the selective attention and monitoring strategies of metacognitive strategies are significant predictors of high school students’ English reading achievement,while the planning and assessment strategies are not.Based on the survey results,this paper puts forward some suggestions for teachers to carry out metacognitive strategy training in the process of reading teaching.Teachers should pay attention to the cultivation and development of learners’ abilities in English reading planning,selective attention,self-monitoring and self-evaluation.Before reading activities,let students set up reading goals and clear the choice of strategies;In the process of reading activities,guide students to grasp key information,monitor cognitive activities and timely adjustment;At the end of the reading,students should be guided to evaluate the cognitive results,find deficiencies and take remedial measures,so as to better achieve the learning goals later.