Analysis On The Relationship Between Metacognitive Strategies And Non-English Majors’ Students’ Autonomous Learning In The Online Learning Environment

With the development and reform of college English education, the Ministry ofEducation issued College English Curriculum Requirements in2004, according to whichcolleges and universities are required to set up network centre to cultivate students’autonomous learning ability and realize the change from traditional teaching mode to modernteaching mode. However, the new teaching mode is also confronted with many problems, forexample, in autonomous learning, planning is poorer, randomness is stronger and dependenceis higher; how to transfer from the teacher-centered teaching to the student-centered teachingand so on, the reason for which is that English learners are short of planning, regulating andevaluating and so on in the process of language learning. Whereas carrying out metacognitivestrategies training can improve learner’s autonomous learning ability in the foreign languageteaching, which is an important approach of autonomous learning and which is also currentlyan important task for foreign language teachers. Accordingly, this paper draws lessons fromthe research achievements of Chinese and western language learning strategies, is based onmetacognitive theory, combines individual teaching practice and reflection, analyses therelationship between metacognitive strategies and non-English majors’ students’autonomous learning in the online learning environment, and puts forward a mode ofmetacognitive strategies training.The subjects of this research are students who are from non-English majors ofMudanjiang Normal University. Among the78subjects, the control group is composed of39students from Class1of the Chinese major and the experimental group is composed of39students from Class2of the Chinese major. The concrete research problems are as follows:1. How is non-English majors’ students’ English autonomous learning ability in theonline learning environment?2. When non-English majors’ students studied English in the online learningenvironment, how did metacognitive strategies use?3. Whether metacognitive strategies training can effectively raise student’s level ofmetacognitive strategies in the online learning environment? 4. Whether metacognitive strategies are related to students’ English autonomous learninglevel in the online learning environment? If so, what is the relationship between them?5. Whether metacognitive strategies training can effectively raise students’ Englishscores in the online learning environment?The experiment lasts28weeks,78subjects all follow the routine teaching schedule, wholearn the same contents with different teaching methods. Subjects who come fromexperimental group will be taught curriculum with metacognitive strategies training, whereassubjects who come from control group will be taught as usual. Before metacognitivestrategies training,78subjects take part in an English test and finish the questionnaire ofautonomous learning and the questionnaire of metacognitive strategies. After metacognitivestrategies training,78subjects take part in an English test and two copies of questionnairesagain. Then the collected data are analyzed with the help of SPSS19.0. The analysisconcludes that, at present, college students’ ability of metacognitive strategies andautonomous learning ability in the online learning environment are all relatively poor;metacognitive strategies training can effectively improve the ability of metacognitivestrategies in the online learning environment; metacognitive strategies training can effectivelypromote students’ autonomous learning ability in the online learning environment;metacognitive strategies training can effectively enhance students’ English results in theonline learning environment; the effect of adopting the embedded metacognitive strategiestraining is remarkable in the online learning environment. It is recommended to consider thatmetacognitive strategies training penetrates English teaching under the online environment toimprove students’ learning efficiency.