A Quasi-experimental Study Of The Impact Of Metacognitive Strategy Training For Grammar Learning

Researches into metacognitive strategies have gained more and more momentum since the 1980s. In view of the present ineffective grammar instruction, it seems necessary to integrate strategy instruction with grammar learning. Based on cognitive learning theory, this quasi-experimental study adopts Chamot and O'Malley's CALLA model to investigate the impact of metacognitive strategies-based instruction on grammar learning. Participants of the study are first-year English Education majors, from two intact classes at Putian University in Fujian Province. One class of 32 makes up the experimental group and the other class of 32 comprises the comparison group. Both the two groups receive the regular five-week strategies-based grammar instruction of subjunctive mood. The comparison students receive only cognitive strategy instruction whereas the experimental students receive both metacognitive and cognitive strategy instruction. The results concur with the theoretical discussions. Data obtained from pre-and post- grammar tests, metacognitive questionnaires and a group interview indicate that the experimental students have significantly improved their grammar outcomes and heightened their metacognitive awareness. In other words, the application of metacognitive strategies to grammar classes is feasible and beneficial.