A Study Of The English Learners’ Application Of Metacognitive Strategies In MOOC Environment

There is a great prospect for the development of Massive Open Online Courses (MOOC) in China, and its new teaching mode provides a fresh perspective for the foreign language teaching. The relative literatures show that metacognitive strategies are essential for the learning in MOOC environment. Since language learning is also a cognitive process, it would be meaningful to study the relationship between metacognitive strategies and language learning in MOOC environment.The thesis takes 100 learners of the MOOC Fan Yi You Dao as its research subject. In order to provide some implications on whether language learners’ application of metacognitive strategies in MOOC environment could improve their studies, we probe into learners’learning process by questionnaires and interview. Based on data analysis, the thesis gets the following findings:the majority of English learners lack the ability of using metacognitive strategies under MOOC environment, such as self-monitoring, self-management and self-evaluation, which influences their learning efficiency; a small group of learners who apply metacognitive strategies get better skills and achievements in their English learning, which can be proved by their achievements in the course. Therefore, we suggest that language learners in MOOC environment improve their ability in autonomous learning by applying metacognitive strategies.