Developing Learner Autonomy In Oral English Learning By Metacognition

Based on the theory of learner autonomy, oral English mechanism and metacognition, both quantitative and qualitative methods were employed to do the comparative analysis in the pre- and post-survey of questionnaire by means of SPSS software. The quantitative data and the qualitative data are about the insights into the changes of factors related to oral English learning. Questionnaire, self-evaluation data sheet and learning diary are the research tools. After the experimental teaching process according to Blakey(1990)'s six sections of metacognitive behaviors, the comparison results and changes prove that metacognitive knowledge and strategies facilitate the development of learner autonomy, especially the self-awareness of responsibility in oral English. The teaching model can be applied to oral English teaching and learning and also can improve the oral English teachers'training program.