Application of Metacognitive Strategy in the Cultivation of College Students' English Autonomous Learning
DOI: 10.23977/aduhe.2024.060322 | Downloads: 38 | Views: 461
Author(s)
Xiao Tianqiong 1
Affiliation(s)
1 China West Normal University, Nanchong, Sichuan, 637000, China
Corresponding Author
Xiao TianqiongABSTRACT
Under the network environment, autonomous learning has become a trend. At the same time, cultivating students' autonomous learning ability is one of the teaching objectives required by College English teaching. The traditional Chinese teaching method made most students to learn passively, and the success of language learning depends to some extent on students' autonomous learning after class, therefore it is quite a necessity to strengthen the training of students' autonomous learning ability. Metacognition theory, with its unique characteristics and contents, is also regarded as the core of autonomous learning ability. This paper firstly introduces the real situation of autonomous learning of college students, and then try to employ metacognitive strategies as a guide to improve students' awareness of English autonomous learning and help them to make their own learning plans, monitor and evaluate their own learning process to improve their ability of autonomous learning English. Finally, students become the manager of their own learning, so as to meet demands of the school and society for a compound talents. The results show that there is a close relationship in learners' English independent learning ability and metacognitive strategies. Metacognitive strategies provide guidance for the cultivation of students' autonomous learning ability, and the interaction between them can really promote learners' autonomous learning ability. Therefore, it is very vital to improve college students' independent learning ability under the guidance of metacognitive strategies.
KEYWORDS
Metacognitive strategy; English learning; autonomous learning; learning strategy cultivationCITE THIS PAPER
Xiao Tianqiong, Application of Metacognitive Strategy in the Cultivation of College Students' English Autonomous Learning. Adult and Higher Education (2024) Vol. 6: 146-154. DOI: http://dx.doi.org/10.23977/aduhe.2024.060322.
REFERENCES
[1] Leslie Dickinson(1995). Autonomy and motivation a literature review, System 23(2).
[2] Flavell. J. H(1979). Cognitive Monitoring: A New Area of Cognitive-developmental Inquiry, American Psychologist. 34(10):906-911
[3] Holec. H(1981). Autonomy and foreign language learning, Oxford: Permission Press (3).
[4] O’Malley. & Chamot (1990). Learning Strategies in Second Acquisition, Cambridge: Cambridge University Press.
[5] Anita L. Wenden (1999). An introduction to Metacognitive Knowledge and Beliefs in Language Learning: beyond the basics, System 27 (4).
[6] Shuqin HU. The Cultivation of College Students' English Autonomous Learning [J]. Studies in Literature and Language, 2017, 15(1):34-38.
[7] Jing Zhao, Cultivation of English Autonomous Learning Ability of College Students in the Network Environment [J]. Advances in Higher Education, 2015, 5(1)
[8] Audun Havnen, Frederick Anyan, Henrik Nordahl, et al. Metacognitive strategies mediate the association between metacognitive beliefs and perceived quality of life. [J]. Scandinavian journal of psychology, 2024,
[9] Kit W. Cho. Assessing the Accuracy of Students' Metacognitive Awareness of Psychology Concepts [J]. Psychology Learning & Teaching, 2024, 23(1):90-113.
[10] Hu Wei, Luo Yipeng, Chinese English language learners' vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies [J]. BMC Psychology, 2024, 12(1):11-16.
Downloads: | 14473 |
---|---|
Visits: | 554021 |