Application Of IT-driven Metacognitive Strategy To The English Writing Teaching In Senior High School

The COVID-19 pandemic has brought a major challenge for many teachers to shift to remote teaching through Information Technology.While the rapid transition under the global pandemic has been challenging to many,it has also prepared teachers and students to function in the online environment.Writing has always been considered a fundamental and significant skill in English learning and is regarded as a skill with diverse benefits for learners in senior high schools under the background of Information Technology.The “new normal” in teaching has implications for writing instruction as well.This thesis tries to investigate the application of metacognitive strategy to the English writing teaching in senior high school students under the background of Information Technology.This thesis adopts a mixed approach(both qualitative and quantitative).Two parallel classes are chosen as the subjects of the experiment.One class was served as the experimental class(EC)receives IT-driven metacognitive strategy training in English writing.The other class as a control class just receives routine writing teaching.The research instruments are a pretest,a questionnaire,a posttest,an interview.The research questions are as follows: 1.How should an IT-driven metacognitive writing strategy be constructed on the delivery of effective writing instruction in schools? 2.How does the new mode of metacognitive strategy affect English writing proficiency in schools.The research results show that IT-driven metacognitive strategy has a profound impact on senior high school English writing teaching.The IT-driven metacognitive strategy model can be summarized as:equipping students with knowledge about metacognition-based writing instruction(Powerpoint);showing students different text formats(Micro lesson);guiding students to find writing materials around a theme and make a collection(Website);setting up writing situation for students(Picture,Powerpoint,Video);directing students to make a writing plan(X-mind);assisting students in monitoring and adjusting the whole process,encouraging students to adopt multiple assessments(Website,E-mail);helping students reflect on their writing process and results(E-mail);integrating metacognitive strategy in writing over a long period.Specifically,teachers can try to infiltrate the concepts of IT-driven metacognitive strategy in senior high school English writing teaching to improve students’ English writing proficiency.It is important for teachers to help students to plan,monitor,adjust and evaluate their own writing so as to improve their writing proficiency and autonomous learning ability.After a two-month experiment,students’ writing organization,monitoring,adjustment and evaluation abilities have been enhanced.Students can use writing vocabulary more accurately and skillfully,and more rich and advanced expressions appear in their composition.The logic of the composition structure is more reasonable,and the topic sentence,transition sentence and cohesive words can be effectively used in the composition.In a word,IT-driven metacognitive writing strategy is an innovation of traditional metacognitive strategy.It not only emphasizes the cultivation of students’ metacognitive awareness and metacognitive strategies,but also emphasizes the application of IT-driven metacognitive writing strategy in senior high school English writing teaching.Since the experiment of IT-driven metacognitive writing strategy only lasted for a relatively short time,it can be further studied more in-depth which calls for persistent efforts of both teachers and students.