Research On The Use Of Metacognitive Strategies In Senior High School Students’ English Writing

English writing is one of the four basic skills of foreign language learning,which is an output skill and a weak link in high school students’ learning.In the traditional English writing teaching classroom,high school English teachers rarely train students in English writing strategies.However,in English writing,whether students can correctly use metacognitive strategies will be directly related to the final learning results.This study,based on input hypothesis,metacognitive strategies theory,hopes to integrate metacognitive strategies into the classroom teaching of high school English writing.The specific research questions are as follows:（1）what is the current status of students using metacognitive strategies in English writing in senior high school?（2）What are the individual differences between skilled writers and unskilled writers in the use of metacognitive strategies?（3）What is the correlation between the use of English writing metacognitive strategies and writing achievement of high school students?In view of the above questions,this study selects 151 senior students as research subjects in Fourth Middle School,combing questionnaire and think aloud protocols.Studies have shown that the application of metacognitive strategies is mostly at the average-range level when high school students write.Selective attention strategies and monitoring strategies are used the most,but planning strategies and evaluation strategies are used relatively rarely.Second,skilled writers show greater flexibility in applying a variety of metacognitive strategies.The use of metacognitive writing strategies in unskilled writers largely stays at the level of simple language cognition to understand the writing material.Finally,the study finds that all four metacognitive strategies are significantly and positively correlated with English writing achievement.Among them,the planning strategies and evaluation strategies are the most correlated with writing performance.Based on the research results,this thesis puts forward some suggestions for teachers and students,aiming to better promote the cultivation and development of students’ writing metacognitive strategies.