Effects Of Meta-cognitive Strategy Training On The Writing Of English Majors

In21Century, the importance of English writing is becoming more apparent.However, according to the current situation of English learning for college students inChina, English writing,for many English Learners，even the university Englishmajors， is quite difficult. English writing teaching has become the weak link inEnglish teaching. Therefore, to improve students’ English writing level has become avery urgent task in university English teachingBased on American psychologist Flavell’s Meta-cognitive theory and O’Malley’s classification system of meta-cognitive strategies, this study conductsexperiment in English writing classroom through integrating the meta-cognitivestrategy training to test the effect of meta-cognitive strategy training in Englishwriting. Although the research on Meta-cognition abroad shows that meta-cognitionhas positive influence on students’ English writing，the foreign and domestic languagelearning environment is different, and the research object is different, too. The resultsof these studies do not completely adapt to the Chinese teaching environment. Inpresent China, the empirical study of meta-cognitive training is still rare, the rangeand depth of research are far from enough, and the research methods are simple.Therefore, the study of meta-cognition and its training are to be further improved interms of range and depth.Through the research of meta-cognitive strategy training on61sophomoresfrom the School of English Education in Xi’an International Studies University for14weeks, based on comparative analysis of the experimental group and the controlgroup, this study aims to test whether meta-cognitive strategy training in Englishwriting classroom can really improve students’ meta-cognitive strategy awareness,promote the improvement of students’ English writing level. The experimental dataconsists of meta-cognitive strategies questionnaire before and after training and thescores of English writing before and after the test.Based on the analysis of statistical data, the following conclusions are obtained:1. Meta-cognitive strategy awareness of English majors is not strong. Some studentscan unconsciously use meta-cognitive strategies in English writing.2. Meta-cognitive strategy training can improve the learners’ meta-cognitive strategy awareness.3Meta-cognitive strategy training promotes learners’ English writing.4Meta-cognitivestrategy training exerts greater influence on low proficiency students from theperspective of improving awareness of using meta-cognitive strategies and improvingEnglish writing level.Although this experiment proves the validity of meta-cognitive strategy trainingon students’ meta-cognitive awareness and the level of English writing, this researchstill has its limitation. In addition, this study shows that teachers should convert theirroles and help students learn to manage their own learning so that students have thelearning autonomy. This study is expected to provide some reference for the teachingof English writing.