Study on Meta-cognitive Strategy Training

DOI

10.2991/icsste-15.2015.108How to use a DOI?

Keywords

Learning strategies; Meta-cognitive strategies; Strategy training

Abstract

Since the 1970s, researches concerning language teaching and learning have shifted from teaching methodology to learner’ characteristics. Learning strategy training has also begun to draw the attention of some researchers in the hope that strategy training will help learners improve their ways of English learning. The present research tends to investigate the effect of meta-cognitive strategy training on the learners’ English learning performance in higher vocational settings. An experiment was conducted on first-year students in Qinhuangdao Technical and Vocational College. The research began with an English learning questionnaire, hoping to obtain the situation of current English learning of the participants. Two tests were employed, one as a pre-test, the other as a post-test to see whether there was any difference between the two groups. Independent T-test and paired T-test were used to explore the between-group differential on the development of English learning performance. The training, which was lasted ten weeks, was based on CALLA model with its focus on meta-cognitive strategy training. Results generated from the research show that the meta-cognitive strategies training has positive impact on the English language development of the students.

Copyright

© 2015, 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/).

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TY  - CONF
AU  - Zhu Jie
PY  - 2015/04
DA  - 2015/04
TI  - Study on Meta-cognitive Strategy Training
BT  - Proceedings of the 2015 International Conference on Social Science and Technology Education
PB  - Atlantis Press
SP  - 393
EP  - 396
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsste-15.2015.108
DO  - 10.2991/icsste-15.2015.108
ID  - Jie2015/04
ER  -