An Experimental Study On CALLA Meta-cognitive Strategy Training In Senior High School English Writing Teaching

Since the 1980s,the emphasis of language teaching research has shifted from “how to teach” under the guidance of teaching methods to “how to learn” under the guidance of learning strategies.Since then,the research on learning strategy has been a hot topic discussed in the educational field.The National English Curriculum Standard for Senior High School(2017)mentions that meta-cognitive strategies bear instructive significance in planning for,monitoring and adjusting the learning process and evaluating and reflecting on the learning results.In recent years,more and more researchers have realized that meta-cognitive strategy training can exert a positive effect on learners' language learning and they have applied meta-cognitive strategies to practical English teaching.However,a great many researchers have put emphasis on the influences of meta-cognitive strategy training on college students' language learning and few researchers explore the effects of meta-cognitive strategy training on senior high school English teaching,especially on English writing.Therefore,after investigating and analyzing the status of the application of meta-cognitive strategies in rural senior high school,this thesis will focus on how to improve students' meta-cognitive consciousness in English writing,thereby improving their English writing proficiency.Based on the classification of meta-cognitive strategies and strategy training model from O'Malley and Chamot,this thesis adopts qualitative and quantitative method,using a questionnaire,interviews and tests as measurement tools to get research data and results.The subjects are from Qing County No.1 Senior High School in Hebei Province,composed of 80 students,including 39 students in the experimental class and 41 students in the control class.The author conducted a 16-week meta-cognitive strategy training based on CALLA model in English writing in the experimental class and meanwhile,the control class was still taught with the traditional method.The study mainly explores whether students' meta-cognitive awareness in English writing will be enhanced after CALLA meta-cognitive strategy training and whether CALLA meta-cognitive strategy training will contribute to improving students' English writing proficiency.Interview analysis results show that at present,students do not know much about meta-cognition,and there is almost no employment of meta-cognitive strategies in writing.But after CALLA meta-cognitive strategy training,students' awareness of applying meta-cognitive strategy to guiding English writing has been obviously enhanced.At the same time,the author conducted pre-test and post-test in the experimental class and control class before and after the experiment,and analyzed the test results with the help of SPSS.The pre-test independent-samples T test shows that the Sig value is.539,indicating that before the experiment,the English writing level of the two classes is not significantly different while the post-test independent-samples T test shows that the Sig value is.000,indicating that there appear significant differences between the two classes in English writing level,and the students in the experimental class performed significantly better than those in the control class,which demonstrates CALLA meta-cognitive strategy training conduces to improving students' writing proficiency.In conclusion,the findings of this study have certain reference value for senior high school English teachers' writing teaching.English teachers can focus on developing students' meta-cognitive awareness in practical writing teaching,train them with meta-cognitive strategies,help students make appropriate use of learning strategies and master proper learning methods,thereby promoting them to become independent and efficient language learners.