A Study On The Impact Of Metacognition Training On Senior High Students’ English Writing Proficiency

Metacognition is a learner’s understanding towards and control over his/her process of knowledge acquisition. This study focuses on the effects of metacognition training on learners’ EFL writing proficiency among secondary school students. It will explore the relationship between metacognition and learners’ EFL writing proficiency by examining the detailed transformation of learners’ metacognition as well as their EFL writing proficiencies in five areas, namely content, organization, vocabulary, language use and mechanics, after receiving writing metacognition training. This study hopes to reap valuable insights on ways to improve students’ English writing metacognition and ability, as well as to promote students’ ability in autonomous learning and critical thinking.This research was completed based on eight weeks of writing metacognition training on 101 freshmen from a single high school in a particular city in China. There are three phases to the study: pre-study assessment on metacognition and EFL writing proficiency, EFL writing metacognition training, and post-study assessment on metacognition and EFL proficiency. Data analyses revealed the following findings. Firstly, after receiving metacognition training, subjects’ EFL writing metacognition changed considerably, with each metacognition factor having underwent different levels of change. Secondly, subjects also showed statistically significant improvements in the content, organization, vocabulary, language use and mechanics of their EFL writing. Several limitations of the study, as well as prospects for further study have been identified through the analytical results. Lastly, the thesis also proposes recommendations for EFL writing metacognition training and teaching in hope of providing new insights and perspectives on EFL pedagogy.