A Study Of Metacognitive Strategies In English Reading Of Senior High School Students Under The Online And Offline Teaching Environment

Reading is an important language skill in senior high school English learning,and it is also a type of exam question with a relatively high proportion in the college entrance examination.Metacognitive strategies refer to strategies used by students to plan and monitor the learning process and evaluate and reflect on learning outcomes in order to improve learning efficiency.Students’ ability to use metacognitive strategies can affect their English reading ability.In the post epidemic era,online and offline teaching has gradually become normalized,but in these two teaching environments,there is less research on metacognitive strategies in students’ English reading.This study,with 180 senior high school students in Linyi as the research object,conducted a research on English reading metacognitive strategies of senior high school students under online and offline teaching environments through questionnaires and interviews.The purpose is to answer the following three questions:(1)How are the use of metacognitive strategies in English reading among senior high school students under the offline and online teaching environments,and what are the differences?(2)Are there differences in the use of metacognitive strategies between high and low English reading groups under the offline and online teaching environments?(3)What are the relationships between metacognitive strategies and English reading performance of high school students under the offline and online teaching environments?Using SPSS26.0 to conduct descriptive analysis,independent sample t-test,correlation analysis,and regression analysis of the data,and combining the interview content,the findings of this study are as follows:(1)Under the offline teaching environment,students’ use of metacognitive strategies is at a moderate level,monitoring strategy is at a mid to high level,while planning strategy and evaluation strategy are at a mid to low level;Under the online teaching environment,students’ use of metacognitive strategies is at a lower middle level,their use of monitoring strategy is close to the middle level,while both planning strategy and evaluation strategy are at a lower middle level.The level of students’ use of metacognitive strategies and planning,monitoring and evaluation strategy under the offline teaching environment is higher than that under the online teaching environment.(2)Under the offline teaching environment,there are significant differences in the use of metacognitive strategies and three sub strategies between high and low group students,with the largest difference being the planning strategy and the smallest being the monitoring strategy.Under the online teaching environment,there are also significant differences in the use of metacognitive strategies and three sub strategies between high and low group students,with the largest difference being the planning strategy and the smallest being the monitoring strategy.(3)Under the offline teaching environment,both the overall use of metacognitive strategies and each sub strategy have a positive correlation with English reading performance,and can predict English reading performance to a certain extent.The influence of the three sub strategies is shown as follows: monitoring strategy is greater than evaluation strategy,and evaluation strategy is greater than planning strategy.Under the online teaching environment,the overall use of metacognitive strategies and their sub strategies are also positively correlated with English reading performance,and can predict English reading performance.The influence of the two sub strategies is shown as follows: monitoring strategy is greater than planning strategy.Based on the findings of this study,suggestions are proposed as follows: firstly,teachers should change traditional teaching concepts and guide students to read independently;Secondly,improve their professional level and guide students to use metacognitive strategies;At the same time,use network information resources to enrich students’ reading materials.Students should first make a reading plan and reasonably control their reading time;Secondly,pay attention to the reading process and actively use metacognitive strategies;Thirdly,conduct a post reading evaluation and summarize the reading gains in a timely manner.