A Study Of The Correlation Between Meta-cognitive Strategy Use And English Writing Achievement Of Junior Middle School Students In English Writing

Meta-cognitive strategy is a typical learning strategy.Its use can help students effectively plan,monitor and adjust their learning process and results,so as to improve learning efficiency and effect.Writing is a communicative activity of expressing ideas and transmitting information in language.It involves the test of students’ comprehensive abilities such as language knowledge,organization,analysis and expression.Students’ use of meta-cognitive strategies in English writing has an important impact on their cognitive activities and writing quality.This study takes the students of D middle school in Changchun as the research object,takes the classification of Meta-cognitive Strategies of O’Malley ＆Chammot（1990）as the theoretical basis,takes questionnaires and interviews as the research tools,investigates the use of meta-cognitive strategies in junior middle school students’ English writing from the three dimensions of planning strategies,monitoring strategies and evaluation strategies,and explores its correlation with English writing performance.The specific research questions are:（1）How do junior middle school students use meta-cognitive strategies in English writing?（2）What are the characteristics of meta-cognitive strategy use under grade and gender differences of junior middle school students?（3）What is the correlation between the use of meta-cognitive strategies in junior middle school students’ English writing and their English writing performance?The results show that:（1）the frequency of meta-cognitive strategies used by junior middle school students in English writing is medium,and the frequency of monitoring strategies is the highest;（2）There are significant differences in the use of meta-cognitive strategies among junior middle school students due to different grades,gender and English writing achievements.Specifically,（1）grade differences: the use frequency of planning strategies of grade 1 students is higher than that of other grades,and the use frequency of monitoring and evaluation strategies of grade 3 students is higher than that of other grades;（2）Gender differences: girls use meta-cognitive strategies more frequently than boys;（3）There is a positive correlation between the use of meta-cognitive strategies in junior middle school students’ English writing and their English writing performance.Through this study,the author puts forward the following teaching suggestions:（1）guide students to correctly use meta-cognitive strategies in English writing,that is,help students formulate writing goals and plans through planning,monitoring and evaluation strategies,monitor the writing process,and develop their ability to evaluate and reflect on writing activities;（2）Pay attention to the influence of grade and gender differences on students’ use of meta-cognitive strategies,and guide students to effectively use meta-cognitive strategies in English writing according to their own characteristics;（3）Give full play to the advantages of students’ meta-cognitive strategy use and their English writing performance,and design and implement teaching activities integrating meta-cognitive strategy training in English writing in order to improve students’ writing performance.