Autonomous Learners:An Experimental Study On The Influence Of Self-monitoring Strategies On Middle School Students’ English Reading Habits

The English Curriculum Standards for Compulsory Education(2022 Edition)’s "Teaching Tips"(Level 3)say that pupils should be encouraged to continue reading outside of the classroom and concentrate on cultivating and strengthening their reading literacy.The development of a wide range of reading interests,positive reading habits,reading ability,reading character development,and improved reading proficiency should all be supported in students.At the secondary school level,reading activities in English currently primarily focus on the classroom,the instructor,and the test,or classroom-centered,teacher-led services for the paper,lacking the application and training of strategies for establishing autonomous reading habits in English.The goal of this study is to determine how self-monitoring techniques can help secondary school pupils strengthen their English reading habits.The experiment was carried out in a high school in Chongqing,and the fundamental principles of the experimental study were adhered to.In the pre-testing phase,a questionnaire was given out with the intention of learning how the experimental subjects used self-monitoring tactics and the present state of their English reading habits.The current state was then assessed and discussed.The experiment was implemented to determine secondary school students’ dominant awareness and dominant ability in English reading through functional cognition,strategy guidance,and constant monitoring based on the subjects’ actual circumstances and the fundamental characteristics of self-monitoring strategies.After the teacher’s intervention was stopped,posttest questionnaires were given to students in the experimental and control groups,and the final results were determined through internal validity testing of the experimental variables and analysis of variance between the experimental and control groups.The experimental subjects’ English reading habits and use of self-monitoring techniques were at a low level,according to the pre-test phase’s findings.The main causes of the dearth of English reading habits and self-monitoring techniques were the separation of the text-centered model of classroom English reading from the mental development of the reading subjects and the separation of the classroom teaching model from the development of independent learning skills.The experiment’s implementation phase focused on the humanistic and instrumental qualities of the English language,emphasized the inherent humanistic and practical value of English reading,and encouraged secondary school students to develop their English reading habits based on the improvement of their self-monitoring abilities.The results of the post-test showed that the experiment successfully used the self-monitoring strategy,and the internal validity test showed that the use of the strategy had a significant impact on the formation of secondary school students’ English reading habits and that there was a causal connection between the two.The ability of the experimental subjects to maintain their reading habits in spite of the difficulty of learning English was discovered from the post-test results.This ability was attributed to the experimental subjects’ intrinsic pursuit of the long-term value of English reading,i.e.,the more certain the students were about the value of English reading,the more stable their English reading habits were.The experimental participants were encouraged to take a leading role in the subjective position of English reading as a result of the systematic knowledge and systematic design of the entire process of English reading activities.According to ideas of independent learning and developmental education,both the process of habit formation and autonomous learning call for the conscious involvement of individuals throughout the entire process.Before someone can master free reading,they must first recognize the gap between their current skill level and the objective and put in effective effort to close it.Second,the person must recognize the hidden developmental benefits of reading in English while working toward it and utilize this knowledge as a conviction to deliberately forge an internal bond with reading in English.Finally,building dominant awareness and dominant ability in secondary school children is aided by self-monitoring procedures with a metacognitive bent.Individual autonomy in English reading necessitates the collaboration of dominant consciousness and dominant ability.This study’s value lies in the development and application of theoretical self-monitoring strategies,the investigation of the model for fostering secondary school students’ English reading habits,the viability of creating a plan for fostering secondary school students’ English reading habits,and the actual efforts to foster secondary students’ independent learning,which offer tactical backing and a framework of thin.