Study On The Effect Of Autonomous Learning Ability On Writing Of Overseas Students From Malaysia

Autonomous learning has been a hot topic in the field of language teaching in the past 20 years,and has attracted extensive attention of researchers.As a second language learning,Chinese learning requires learners to give full play to their autonomous learning ability in the process of learning,Develop the comprehensive ability of language learning,and make the process of language learning become the process of forming autonomous learning ability.To a large extent,the ability of autonomous learning directly determines the success of second language acquisition.Writing is a comprehensive investigation of language competence.It has become one of the core tasks of current Chinese teaching to comprehensively improve the writing ability of foreign students.However,according to the actual situation of teaching,the effect of teaching Chinese writing for foreign students is not ideal.Based on the research results at home and abroad,many scholars have verified that self-efficacy,metacognitive strategies and environmental perception are the main factors affecting autonomous learning ability.Self-efficacy refers to a person's expectation of being able to perform a specific task successfully.Metacognitive strategies refer to the strategies of self-management,self-evaluation and self-monitoring in the process of learning.Environmental perception is the perception of physical environment,social environment and psychological environment.Therefore,this paper takes self-efficacy,metacognitive strategies and environmental perception as the three most important factors affecting learners'autonomous learning ability as the starting point.This paper explores the role of these three elements in the process of foreign students'Chinese writing,and further explores the cultivation of Chinese autonomous learning ability.Self-efficacy is measured from three perspectives:self-confidence in goals,judgement of behavioral competence and judgement of behavioral processing.Metacognitive strategies are measured from three perspectives:the use of planning strategies,the use of monitoring strategies and the use of evaluation strategies.Environmental perception is measured from the following two perspectives:teacher support and student cooperation.Starting from these three dimensions,a questionnaire is designed to investigate students'autonomous learning ability in the way of self-assessment.Writing scores were divided into three grades.Two students were randomly selected from each grade for semi-structured interviews.Then using SPSS software to analyze the data of the questionnaire and the interview results,this paper studies how Malaysian students'self-efficacy,metacognitive strategies and environmental perception affect their writing.The results show that the self-regulated learning of Malaysian students shows a trend of better writing performance and stronger self-regulated learning ability.And metacognitive strategies and environmental perception have an important impact on writing performance.The more foreign students use metacognitive strategies,the higher their environmental perception,the better their Chinese writing performance.The self-efficacy of Malaysian students is generally high,and the impact on their writing performance is not significant enough.According to the survey results,it is concluded that Malaysian students have a strong sense of self-efficacy,but the driving force is not strong,the unreasonable formulation of learning goals and the low frequency of using metacognitive strategies.This study helps teachers understand students'self-learning ability and provides some inspiration for Chinese writing teaching.Stimulate the driving force of self-efficacy,formulate reasonable learning goals and attach importance to the cultivation of metacognitive strategies.The research will continue in-depth in the future:to carry out experiments on Chinese autonomous learning of Malaysian students,expand the scale of experiments,and carry out more in-depth experimental exploration.