A Survey Report On Metacognitive Strategies Level Of Mi Students Under Learning Autonomy

Under life-long learning context and learning requirement of MI,learning autonomy has become a major approach and feature for interpreting learners.In interpreting autonomous learning,metacognitive strategies level plays a vital role concerning directly the learning results.As a survey report,the thesis intends to study metacognitive strategies in interpreting learning from the perspective of learning autonomy.The research subjects are 125 MI students of 2017(the year when the students enrolled in the MI program)from eight universities in western China.The research method of questionnaire is adopted to collect data on the overall situation of metacognitive strategies level and respective level of each metacognitive strategy,i.e.planning strategy,monitoring strategy and evaluating strategy.Descriptive statistical analyses are implemented through SPSS25.0.The results show that metacognitive strategies level of MI students in eight universities is above the average;thereinto the evaluating strategies level is higher than monitoring strategy,and monitoring strategy is higher than planning strategy.The result can help provide statistical support for the studies in the metacognitive strategies level in interpreting learning autonomy and suggestions for interpreting teaching and learning.