A Study On The Use Of Metacognitive Learning Strategies And Its Impact On English Achievement Of Independent College Students

Metacognitive learning strategies are regarded as the most advanced and core component of man's mental structure, which is pivotal to the development of one's intelligence, potentiality and promotion of one's language proficiency. The training of metacognitive strategies can help regulate one's cognitive process and apply one's stored knowledge consciously to become an autonomous learner. Most recently, researchers in China have greatly emphasized the research on metacognitive learning strategies towards to state-owned universities. But there is little research on Independent College students. At present, the population of Independent College students is increasing in China, but most Independent College students'English level is low, which brings about difficulties in English learning. Thus it is significant to investigate metacognitive strategies used by Independent College students. This paper aims to investigate Independent College students'use of metacognitive learning strategies and its impact on English achievement through 776 non-English majors from five Independent Colleges in Yunnan province. Results show that: 1) the level of metacognitive strategies use tends to be medium range (sometimes use), and the mean values of three subcategories are almost the same, and they are in the medium range, but the mean values are low. 2) There is extremely significant difference in their use of metacognitive strategies in terms of gender. Of the three subcategories, female students are significantly better at using planning and monitoring strategies than males, but there is no difference in using evaluation strategy. 3) There is extremely significant difference between arts and science students in their responses to metacognitive strategies. Meanwhile, the use of planning and evaluation strategies is significantly different between arts and science students, but there is no difference in using monitoring strategy. 4) Metacognitive strategies have a positive significant correlation with the students'CET4 scores. 5) High achievers and low achievers are extremely different in their responses to metacognitive strategies: high achievers have a better command of these strategies and they can use the strategies more effectively and frequently.