Metacognitive Ability, Metacognitive Strategy And Their Relationships With CET4Score

Online autonomous learning shows higher demands for students’ metacognitive ability,and the effect of autonomous learning is directly related to metacognitive application. In thefield of second language acquisition, metacognition is regarded as a regulatory means andlearning process if language learners want to master a foreign language successfully. Inaddition, it has also been applied in many kinds of learning tasks. Metacognitive strategy isviewed as a typical learning strategy, because it has been frequently found to monitor andcontrol one’s whole learning process effectively.Research on college students’ metacognitive ability and metacognitive strategy is veryimportant to cultivate students’ online autonomous learning ability, to help them to form life-long learning habits, to improve their learning methods and enhance their learning quality.That may be an essential reason why the research on autonomous learning and strategy hasbeen a hot topic in recent years. However, few researchers study it from students’ ownperspective. The research on metacognitive ability and metacognitive strategy under onlineenvironment is still scant, especially for Independent Colleges. Thus, this study has bothacademic value and practical significance.At present, the enrollment of Independent College students is increasing in China, butmost of their English proficiency is relatively low, which brings about difficulties in theirlater college English learning. Thus it is practically significant to investigate theirmetacognitive ability and metacognitive strategies used by Independent College students. Byusing161third-year science students from the Independent College in Shandong Universityof Science and Technology, this paper investigated their metacognitive ability and their use ofmetacognitive learning strategies, and the relationships between metacognitive ability andtheir English achievement, between metacognitive strategies and their English achievement.Results indicated that:1) Their metacognitive ability under online College English autonomous learning is atthe medium level, but their application of metacognitive strategies tends to be belowthe medium level;2) All of their metacognitive ability, metacognitive strategies, and their threesubcategories have positive significant correlations with the students’ CET4score;3) There are significant differences in the responses to the metacognitive ability andmetacognitive strategies between high and low achievers. Compared with low achievers, the high achievers have a better command of these strategies and use themmore effectively and frequently.