A Study Of The Effect Of Metacognitive Strategies On English Reading-Writing Integrated Tasks Performance Of High School Students

In middle school English teaching,listening,speaking,reading and writing skills are organically and closely integrated.Among them,“writing” is also a high-level information exchange,which requires students to have higher writing ability and thinking ability.Therefore,English writing has been regarded as the key and difficult point of English teaching in middle schools.The comprehensive quality of students can be reflected from the level of writing.Now the English writing ability of middle school students is relatively weak,which means that it still needs to be improved.As a result,improving students’ writing level and cultivating students’ enthusiasm and ability to study independently are the problems that need to be solved in English writing teaching.Metacognitive theory is an important part of educational psychology.Metacognitive strategy is one of the learning strategies commonly used by students.It plays an important role in guiding students in the process of recognizing their learning abilities and learning outcomes.Thus,through the in-depth analysis of metacognition theory and on the basis of literature research,this study employs research methods such as surveys,interviews,and statistical analysis to conduct research,and takes 200 senior two and senior three students from a first-rate high school in Quanzhou as the research objects,using questionnaires as the main method and interviews as the supplementary research method to investigate the students.Using SPSS26.0 as a research tool,this thesis analyzes the data collected and combines interview data to explore the impact of metacognitive strategies on English reading-writing integrated tasks performances of high school students.There are three specific research questions as follows:(1)What is the overall use of metacognitive strategies by high school students in English reading-writing integrated tasks achievements?(2)What is the correlation between the use of metacognitive strategies in reading-writing integrated tasks and writing performance in senior high school?(3)What are the differences in the use of metacognitive strategies among students of different performances in different grades?The results of this study show that: First,the frequency of metacognitive strategies used by high school students is at an average level.The frequency distribution of the three sub-strategies is relatively even: planning strategy,monitoring strategy,and adjustment strategy.Among them,the frequency of adjustment strategy is the highest,and the frequency of monitoring strategy is the lowest.Second,the three sub-strategies are all positively correlated with students’ English writing performance.Among them,planning strategy has the strongest correlation.In addition,both planning strategy and monitoring strategy will positively affect students’ English writing performance,especially planning strategy.That is,the higher the frequency of using planning strategy and monitoring strategy,the better the students’ English writing performance will be.Finally,from the perspective of performance,students of different levels have significant differences in the use of metacognitive strategies.The students scored in the fifth level use the three sub-strategies of planning,monitoring and adjustment more frequently than the other groups.This shows that students with higher English scores use metacognitive strategies more frequently.From the aspect of grade,students in senior three generally use metacognitive strategies better.However,the average score of adjustment strategies of senior two students is slightly higher than that of senior three students,which indicates that senior two students are more active in using metacognitive adjustment strategies.