A Study Of Metacognitive Strategies And Computer-assisted Language Learning

With the application of computer technology in language teaching and learning, Computer-assisted Language Learning (CALL) has been widely used. Learners are given much more freedom for autonomous language learning in CALL environment. As the theoretical basis of CALL, Constructivism is a learning theory in which learner construct new ideas or concepts based upon their current or past knowledge. The thesis indicates that by effectively using metacognitive strategies and taking full advantage of CALL, learners can find ways most appropriate to them and develop their autonomy in foreign language study.The father of metacognition Flavell claims that metacognition is a self-reflection process. Metacognitive strategies are what learners do in planning, monitoring and evaluation their learning. Modern cognitive psychology points out that meta-component is the nuclear of the cognitive framework. In this essay, author tries to employ experimental method to study how metacognitive strategies influence learning effect and whether metacognitive strategies can be improved through instruction.In order to explore what metacognitive strategies should be developed and how to integrate these strategies in CALL environment, an investigation about metacognitive strategies used by college non-English majors is undertaken. A research is conducted among a group of business major students of Jilin Finance College. According to the research, we are fully aware how metacognitive strategies can, on every aspect, promote learners'autonomy of the experimental group. Therefore, applying metacognitive strategies instruction in CALL environment is the first implication. Cultivating autonomous learning is no doubt crucial.On the basis of the above experiment and opinion, author argues that when learners share the similar linguistic knowledge and environment, it depends on their metacognitive knowledge and the dynamic usage of such knowledge for them to achieve good learning effects. Besides, the limitations of the investigation and the areas for further research on metacognitive strategies are also proposed.