Study Of Chinese Postgraduates' Metacognitive Beliefs About EFL

With the recognition of the significance of metacognitive beliefs, the relationship between metacognitve beliefs and English learning achievement has become the research focus worldwide. The purpose of this study is to help postgraduates reflect upon and refine their assumptions about self and learning to improve their English proficiency, hopefully, to develop EFL learner autonomy in China's university setting.Metacognitive beliefs in this study consist of two major categories: beliefs about self and beliefs about English learning which are further classified into six subcategories: assumptions about nature of English learning, learners'motivation, learning strategy, aptitude, language skills and errors.Metacogntive Beliefs Questionnaire was administered to forty postgraduates from Harbin Institute of Technology. Based on CET-4 scores the subjects were divided into three groups: above-average achievers (G1), average achievers (G2) and below-average achievers (G3).The descriptive statistical analysis shows that G1 were more positive to self-evaluation, learning strategy and diligence; the difference between G2 and G3 was not obvious; and almost all the subjects tend to be instrument oriented. ANOVA and Post Hoc Tests analysis revealed significant difference in learning strategy and aptitude existed between G1 and G2, and G1 and G3 as well at the significance level of .05. The correlation analysis indicated the relationship between learning strategy beliefs and English learning achievement. Multiple Regression analysis showed the strongest predictor of English learning achievement was learning strategy beliefs.