| In addition to the cognitive ability of students,English academic achievement has a great relationship with emotional intelligence.Individuals with different emotional intelligence have different English learning development.For primary school students,it is necessary to positively guide their emotion mediation and management ability in order to create a good atmosphere and possibility for improving their English academic performance.In addition,students’ metacognitive development level is closely related to their academic performance.The training of metacognitive strategies is an important part of English learning,and the primary school stage is the golden period of shaping and developing students’ metacognitive ability and expanding metacognitive strategies.Therefore,Metacognition Training for primary school students is very helpful to improve their metacognitive level and English academic performance.The purpose of this study is to explore the relationship between emotional intelligence,metacognitive level and English academic performance,and to explore ways to improve the metacognitive level and English academic performance of students with different emotional intelligence.By using the method of questionnaire survey,300 fifth grade pupils of YC primary school in a district of Shanghai were investigated and analyzed.First of all,descriptive statistics,correlation analysis and AMOS structural equation model were used for 296 valid questionnaires to explore the relationship between emotional intelligence,metacognition and English academic achievement of Grade 5 pupils and the mediating effect of metacognition on them.Secondly,Secondly,70 students in two parallel classes were selected from the subjects and set as the experimental group and the control group.The experimental group received metacognitive training group guidance for 8 weeks,while the control group received traditional English teaching courses.In the experiment,group guidance technology was used to intervene the metacognition of the subjects,and the metacognition level and English academic performance of the subjects with different emotional intelligence were tested before and after the intervention.The results showed that:(1)There is a significant positive correlation between emotional intelligence,metacognition and English academic achievement of fifth grade pupils.(2)Metacognition plays a partial mediating role in the influence of emotional intelligence on fifth graders’ English achievement.(3)The combination of metacognitive group guidance and intervention training with English classroom teaching can effectively improve the metacognitive level and English academic performance of fifth grade pupils,and the effect is more obvious for students with low and medium emotional intelligence.In conclusion,emotional intelligence is an important factor affecting the metacognition level and English academic performance of fifth grade pupils;emotional intelligence can positively predict the metacognition level and English academic performance of the fifth grade pupils.Metacognition plays a partially mediating role in the relationship between emotional intelligence and English academic performance;Metacognitive training group guidance is effective,which helps to improve the metacognition level and English academic performance of primary school students with different emotional intelligence. |
