Developing High School Student’s Metacognitive Strategies In English Process Writing

This thesis reports the experimental-based research on metacognitive strategies combined with the process-oriented approach in English writing. The content of the metacognitive strategy is stated, including planning, monitoring and evaluating. Besides, it proves how the metacognitive strategy has an effective influence on English writing for the senior two students.Two classes with102students in Tianjin No.42High School participated in the experiment as subjects to do the research in18weeks. During the experiment, the author used Class2with50students as the experimental group while the Class5with52students as the control group. The author gave training about metacognitive strategy to experimental class then put this strategy into process writing. Meanwhile, the control class was given product-oriented approach training about writing ability.Questionnaire, pre-test and post-test analysis were used by the author through the experiment. After analyzing the data, it proved an effective way to improve the students" writing ability by using metacognitive strategy. This strategy can help students plan students’ writing goals, monitor students’ writing procedure and evaluate students’ writing product. As the author expected, this strategy indeed worked on students. Findings of the study also suggested that systematic metacognitive training resulted in significant gains in students’EFL writing as well as in their motivation to write in English compared to the product-oriented writing instructions.