| Objective: The objective of this thesis is validating the effectiveness of Meta-cognitionIntervention Technique in enhancing the English Learning Self-efficacy of undergraduate,and classifying low English Learning Self-efficacy students in order to in order to explore thecharacter and scheme pertinence of each type.Method: on the Liaoning Normal University campus, using English LearningSelf-efficacy Questionnaire to filter out60subjects who get low score and voluntarilyparticipated in the experiment, and then randomly assigned to experimental group and controlgroup, n=30, using a completely randomized Experiment group control group pre-postdesign, The dependent variable is using Meta-cognition Intervention Technique,.Then,through the analysis the differences of the experimental group and control group of Englishlearning self-efficacy questionnaire and English Learning Anxiety scale score, to verify theeffectiveness of cognitive intervention. Using cluster analysis statistics low English learningself-efficacy students’ data, combined with interviews to classify low English LearningSelf-efficacy students in order to explore the character and scheme pertinence. of each type.Results: Experiment group is Significantly different from control group in EnglishLearning Self-efficacy Questionnaire score and English Learning Anxiety scale score.LowEnglish Learning Self-efficacy students can be divided into three types,each type has its owncharacter and enhancing method.Conclusion: Meta-cognition Intervention Technique is an effective method inenhancing the English Learning Self-efficacy of undergraduate. Low English LearningSelf-efficacy students can be divided into three types：I type, II type, and III type,each typehas its own character and enhancing method. |
