The Study On Correlations Among Critical Thinking Disposition,Meta-Cognitive Strategies And English Continuation Writing Achievement Of Senior High School Students

General Senior High School Curriculum Standards(2017 edition revised in 2020)puts forward the Core Literacy of English Subjects,which includes the development of students’ thinking quality,and the ability to apply appropriate learning strategies.In addition,continuation writing is an important form of writing.However,most previous studies on critical thinking disposition,meta-cognitive strategies,and continuation writing focused on the relationship between the two.Therefore,based on previous studies,this study explores the correlation among critical thinking disposition,metacognitive strategies and continuation writing based on cognitive theory,input and output hypothesis,interactive alignment theory,so that teachers and students can realize the importance of critical thinking training and strategies training.This study uses quantitative research methods and answers the three key questions of this study: 1.What is the current state of critical thinking disposition among high school students? What is the current situation of meta-cognitive strategies among high school students? What is the current situation of high school students’ continuation writing achievement? 2.Are there differences in critical thinking disposition and the use of meta-cognitive strategies among high school students with different proficiency levels of continuation writing? 3.Is there a correlation among high school students’ critical thinking disposition,meta-cognitive strategies,and continuation writing achievement? In this study,SPSS 26.0 is used to perform quantitative statistical analysis of the data from the questionnaires,such as descriptive statistics,independent sample t-test,Pearson correlation,and multiple linear regression.The results demonstrate that,firstly,the critical thinking disposition of high school students is at the intermediate level.The use of meta-cognitive strategies among high school students was at a low frequency.Second,high school students with different proficiency levels of continuation writing have significant differences in critical thinking disposition and the use of meta-cognitive strategies.Third,there is a significant high correlation among high school students’ critical thinking disposition meta-cognitive strategies and continuation writing achievement.In addition,multiple linear regression analysis shows that both critical thinking disposition and metacognitive strategies have significant predictive effects.Based on the above conclusions and theoretical foundations,this study puts forward specific suggestions for high school English teachers and learners.Firstly,this study proposes to establish a tolerant learning environment for critical thinking.Secondly,this study suggest stratified teaching and evaluation should be emphasized.Thirdly,this study suggests teachers should teach and train various learning strategies systematically through CALLA.Finally,this study proposes to develop students’ critical thinking and learning strategies in the process of collaborative development of continuation writing.