An Empirical Study On The Self - Evaluation Ability Of Senior Middle School Students' English Writing

In modern high school English teaching, students are not only receivers, but also participants and evaluators. Self-assessment benefits students in recognizing themselves and building their confidence. Besides, it is useful to help students reflect and control their study process, and promote their language competence continuously. Meta-cognitive strategies play an important role in plan, control and assessment of students’ study. Thus, there exists a close relationship between meta-cognitive strategies and high school students’ self assessment in study. Because of this, it is assumed that meta-cognitive strategies are beneficial for improving high school students’self assessment ability in English writing. In order to prove this hypothesis, the writer carried out an empirical research.First, the writer briefly introduces background and objective of this study, reviewing researches on meta-cognitive strategies and self assessment ability at home and abroad. Second, the writer introduces theory foundation of this research:meta-cognitive theories and self assessment theories. Third, the writer presents content, questions, objects and methods of this study. The major content includes meta-cognitive strategies, high school students’ English writing level, current self assessment situation and relationship between meta-cognitive strategies and high school students’self assessment ability in English writing. The study focuses on answering two questions:how to cultivate high school students’ meta-cognitive strategies and how to facilitate their self assessment awareness and ability with meta-cognitive strategies in English writing. Twenty high school students from Nanjing Foreign Language School in Xian Lin area were chosen as study objects. The research methods include literature survey, interviewing, questionnaire survey and statistic analysis of data. In addition, the writer discusses procedure and results of this research, finding answers of the research questions and demonstrating the assumption that meta-cognitive strategies are beneficial for improving high school students’self assessment ability in English writing. Last but not the least, the writer introduces basic facts and limitation of this research.