The Development of Autonomy through Meta-cognitive Strategies Training at Private Universities
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i1.4962
Abstract
Learner autonomy is widely recognized as vital for effective English learning, and metacognitive strategies have been proven to be closely correlated with the development of learner autonomy. This study focuses on non-English major students at private universities, aiming to explore practical approaches to cultivating learner autonomy via systematic metacognitive strategy training. The research mainly adopts classroom intervention experiments, investigating students' application of metacognitive strategies in three core aspects: English learning planning, process-oriented self-monitoring, and extracurricular self-directed learning. The findings reveal that targeted metacognitive strategy training significantly enhances students' awareness of autonomous learning, improves their ability to arrange learning tasks and evaluate learning outcomes independently, and effectively boosts their overall English learning initiative and academic performance. It concludes that integrating metacognitive strategy training into regular English teaching is an effective and feasible way to promote learner autonomy among students in private universities.
Keywords
learner autonomy; metacognitive strategies; private universities; English learning
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[3] Wenden, A. and Rubin, J. (1987) Learner strategies in language learning. Hemel Hempstead: Prentice-Hall International UK.
[4] Tong, Y. (2012) An Empirical Study of the Cultivation of Autonomy Through Metacognitive Strategy Training. International Journal of Education and Management Engineering 2(9): pp. 70–75.
[5] Jiao, L. (2005) Promoting EFL learner autonomy. Sino-US English Teaching, 17, 27- 30.
[6] McGrath, I., Lamb, T. and Sinclair, B. (2000) Learner autonomy, teacher autonomy : future directions. Harlow: Longman.
[7] Wenden, A. (1991) Learner strategies for learner autonomy : planning and implementing learner training for language learners. Englewood Cliffs, N.J: Prentice-Hall.
[8] Krashen, S.D. (1985) The input hypothesis : issues and implications. London: Longman.
[9] Oxford, R.L. (1990) Language learning strategies : what every teacher should know. Boston, Mass.: Heinle & Heinle..
[10] Nunan, D. (1997) ‘Does learner strategy training make a difference ?' , Lenguas modernas (Santiago), (24), pp. 123–142.
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