A Study On Metacognitive Strategies Training And Its Effects On Senior One Students’ English Learning

Metacognitive strategies are also called self-control learning strategies, which include planning, self-monitoring, self-evaluating and so on. Metacognitive strategies training in English learning is quite useful for high school students to cultivate their ability to control their English learning process, for lots of Senior One students remain passive in their English learning. Therefore, this paper undertakes to explore what effect the metacognitive strategies training will have on Senior One students’ English learning.Many researches focus on the relationship between metacognition and achievements. Literature review reveals that, compared with other factors, metacognitive strategies are presumed to be able to improve students’ learning in terms of the test scores rather than at promoting learner motivation, self-efficacy and autonomy.This study, conducted in the same class, explored the effects of metacognitive strategies training in English learning of senior high school.Sixty-five Senior One students from an ordinary class were surveyed by the means of the following: 1) a questionnaire on learner motivation, self-efficacy and metacognitive strategies use; 2) interview and diary. And the raw data collected from the questionnaire were analyzed via SPSS 19.0. The results showed that:(1) Senior One students’ motivation in English learning can be activated and promoted by metacognitive strategies training.(2) Metacognitive strategies training also improved Senior One students’ self-efficacy in English learning. The students are more self-confident in accomplishing their learning tasks.(3) Senior One students’ autonomy has been promoted a lot by increasing metacognitive strategies use. And from the interview and diary, we get the same conclusion that metacognitive strategies training has positive correlated effects on promoting Senior One students’ learning motivation, self-efficacy and autonomy. The study has its limits. This paper ends with recommendations for further study on metacognitive strategies training.