| General Senior High School Curriculum Standards(2017: 40-41)proposes to combine the cultivation of metacognitive strategies into English teaching.Metacognitive strategies teaching promotes students to give full play to their main role in learning and improve their writing ability effectively.Researches have shown that High school students still have a lot of deficiencies in English writing at present,and many students pay more attention to the result rather than the process of writing.Therefore,this study investigates the current situation of high school students’ application of metacognitive strategies in English writing and analyzes the differences in gender and high score and low score group students in order to provide some insightful suggestions to improve the application of metacognitive strategies in English writing for senior high school students.Based on Metacognitive Theory and Constructivism,this study uses questionnaire survey and interview as the research instruments.The questionnaire is designed under the guidance of O’Malley & Chamot’s definition and classification of metacognitive strategy(1990).It consists of four dimensions: planning strategy,selective attention strategy,self-monitoring strategy and self-evaluating strategy.Its internal consistency coefficient(Cronbach’s α)is 0.961,and the KMO is 0.829.Two hundred and ninety three high school students in Grade One from Nanchang No.10 Middle School participated in the survey.All of them filled the questionnaire survey with validity.Then SPSS was used to analyze the data.The research was conducted to answer the following three questions:(1)What is the overall situation of the metacognitive strategies used in English writing by senior high school students in Nanchang No.10 Middle School?(2)Are there any differences of metacognitive strategies used in English writing in gender and high-score and low-score group students? If yes,what are the differences?(3)What are the factors that influence the application of metacognitive strategies in English writing by high school students? As for the first and the second research questions,the author used one questionnaire.For the third research question,the author analyzed the data from the questionnaire and supplemented it with interviews.The research results are the following:(1)In general,high school students’ application of metacognitive strategy in English writing is at an intermediate level.And selective attention strategy is higher than the other three aspects.(2)There are significant differences in gender and between high score group students and low score group students.For gender,the differences appear in selective attention strategy,and for the high score group students and low score group students,four dimensions all exist significant differences.(3)Students’ use of metacognitive strategies in English writing is influenced by their own internal learning styles and attitudes and external objective conditions.To optimize the using of metacognitive strategies and improve students’ application,the author puts forward three suggestions for high school teachers:(1)Teachers should provide students with enough opportunities for self-evaluation of English writing and guide them to make effective evaluation;(2)Integrating metacognitive strategy training into English teaching and catering to students’ individual needs;(3)With the facilitating of smart technology,information teaching platform should be built,the process of students’ writing learning should be included in the score of formative evaluation. |
