An Interventional Research On Senior Students With Learning Disabilities (LDs) By Meta-cognitive Strategy Training

With the development of China's economy, English is playing a more and more important role in our daily life. In terms of English teaching and learning, it has been frequently found that some students have normal intellectual level but fail to satisfy the basic requirment at the current education stage. This has aroused much attention from educators, including those of English.Meanwhile, the concept of meta-cognitive strategy has been attracting wider and wider attention. It involves an ablility of consciously using meta-cognitive knowledge to plan, monitor and evaluate learning process. It can help develop learners' autonomy, hence improving their English. Numerous reseaches have shown that those students who have mastered meta-cognitive strategies usually perform better than those who have not.In the present study, the author conducts a case study by means of interventional research on 10 senior students with LDs. The study adopts Chomot and O'Mally CALLA model to investigate the impact of meta-cognitive strategies-based instructions on the subjects' meta-cognitive awareness and English learning. Data obtained from the pre-tests and the post-tests, meta-cognitive questionnaires and interviews indicate that the subjects have significantly improved their English learning and enhanced their meta-cognitive awareness.