A Comparative Study of Language Meta-cognitive Strategies Use between English Major and Non-English Major students
- DOI
- 10.2991/icsshe-17.2017.127How to use a DOI?
- Keywords
- meta-cognitive strategies,English major students, non-English major students, autonomous learning competence
- Abstract
In the1960s and 1970s, there was a shift of the foreign language teaching research from "how to teach" to "how to learn". Based on learning strategy theory, this paper makes an analysis of the differences in the adopting of meta-cognitive strategies and the correlations with their academic achievements in English. The findings are as follows: 1) the motivation, metacognition and self-directed learning behaviors of language students are subject to the environment and their backgrounds; 2) the target value and causal attribution, the two factors related to motivation, and metacognition are closely correlated with self-directed learning behaviors;3) resource-based and self-directed learning models can help students improve their self-directed learning behaviors, but the provision of learning resources alone is not enough to improve their self-directed learning ability and outcomes as intervention is also necessary. The teachers through meta-cognitive strategies provide some implications to instruct students and improve teaching quality, and meanwhile, the college students through meta-cognitive strategies improve their English autonomous learning competence, study efficiency and English proficiency.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Lu Yan PY - 2017/09 DA - 2017/09 TI - A Comparative Study of Language Meta-cognitive Strategies Use between English Major and Non-English Major students BT - Proceedings of the 2017 3rd International Conference on Social Science and Higher Education PB - Atlantis Press SP - 502 EP - 506 SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-17.2017.127 DO - 10.2991/icsshe-17.2017.127 ID - Yan2017/09 ER -