A Research On The Development Of Non-English Majors’ Learner Autonomy In English Writing Through Etacognitive Strategies Training

College English is a required one in researcher’s college, and the course is aimed tocultivate students’ practical English ability. One of the important points of the course is forthe students to grasp the practical writing skills for certain positions and put them intopractice. So, how to improve students’ writing ability efficiently is an urgent problem theEnglish teachers must solve. Through an empirical research, the thesis is concerned with thediscussion about the feasibility of using metacognitive strategies training on English writingtraining, the correlation between metacognitive training and writing scores and correlationbetween metacognitive training and learner autonomy. This thesis gives a real data collectionand analysis for the teachers to facilitate their practical teaching procedure through theassistance of metacognition theory, and it also can indicate a direction for the cultivation ofstudents’ learner autonomy.This thesis will be divided into six parts. Chapter One is a brief introduction about thestudy. The author will talk about the background, the significance and the general structure ofthis study. A literature review of related theories will be presented in Chapter Two. ChapterThree is about the methodology which covers a description of the classes, the questionnairesthe author asked the students to finish, interviews of the students, a test of two classes, andthe score analysis. Chapter Four comes to the main part of the study---an empirical researchwhich is divided into three phases. All the three phases have their own aims, tests and datacollection. Chapter Five is the data analysis of the empirical research and discussion about thequestions the author wants to answer. Finally, a conclusion is reached in the ending chapter.Through the above discussion and analysis, the author comes to the following conclusions:first, the students are eager to learn English better. Second, with the help of metacognitivestrategies training, students can improve their writing marks. Third, when the students are onthe way of learning metacognitive strategies, learner autonomy had got improved.