A Study Of Improving The Writing Ability Of The Middle School Students Through Meta-cognitive Strategy Training

The study on EFL writing has always been a hot topic, people pay more and more attention to English, but EFL writing has always been ignored. In this thesis, the author claims the important status of EFL writing, and points out the factors that affect EFL writing and compare the traditional writing teaching methods. Also, the author introduces the main EFL writing methods.In the past years, more and more researchers have developed the interest in metacognition. The previous studies on metacognition mostly focus on EFL reading while for writing; there are a lot of theories but few empirical studies. In the thesis, the author introduces the definition and the component of metacognition and put stress on the studies on promoting EFL writing ability by metacognitive strategy training at home and abroad. The author takes the application of metacognitive strategy in EFL writing as the cutting pointing and through survey and experiment, the author tries finding out the situation of the use of metacognitive strategies for middle school students, whether metacognitive strategy training can enhance students’metacognitive awareness and writing performance. The author tries to integrate the metacognitive strategy training into EFL writing teaching in order to promote students’autonomous learning ability and then improve students’writing ability and comprehensive ability.The study is carried out in Liaoning Haicheng Middle High School. The author and70students from two classes participate in the study. The study lasts5months. During the study, students from experiment class are presented with what are metacognitive strategies and the chance to practice while the students from control class receive traditional instructions. Before the training, the students from the two classes respectively do questionnaire, self-assessment and writing test. The Results are analyzed through SPSS. After the quantitative analysis and the qualitative analysis, it is concluded that: the situation of students’ using metacognitive strategy is not optimistic; the metacognitive strategy training in EFL writing can enhance students’metacognitive awareness and writing performance.