元认知策略培训对大学英语写作教学影响的实证研究.docx

元认知策略培训对大学英语写作教学影响的实证研究
Title:AnEmpiricalStudyontheImpactofMetacognitiveStrategyTrainingonCollegeEnglishWritingInstruction
Abstract:
ThisresearchpaperaimstoinvestigatetheinfluenceofmetacognitivestrategytrainingoncollegeEnglishwritinginstruction.Metacognitivestrategiesrefertothecognitiveprocessesindividualsusetoplan,monitor,andevaluatetheirownthinkingandlearning.Byemployingexperimentalresearchmethodology,thisstudyexploreswhethermetacognitivestrategytrainingenhancesstudents'writingskills,theirawarenessofthewritingprocess,andtheirabilitytoself-regulatetheirwriting.ThefindingsofthisstudycontributetothecurrentunderstandingoftheimportanceofmetacognitivestrategytraininginimprovingcollegeEnglishwritinginstruction.
Introduction:
WiththeglobalriseinEnglishlanguageproficiencyrequirements,itiscrucialforuniversitiestoprovideeffectiveEnglishwritinginstructiontoequipstudentswiththenecessaryskillsforacademicsuccess.Inrecentyears,metacognitivestrategytraininghasgainedattentionasaneffectiveapproachtoenhancestudents'writingperformanceandfosterself-directedlearning.Metacognitivestrategiesenablelearnerstothinkabouttheirthinkingprocesses,regulatetheircognitiveactivities,andadjusttheirlearningstrategiestoachievedesiredlearninggoals.ThisstudyseekstoexploretheimpactofmetacognitivestrategytrainingoncollegeEnglishwritinginstructionbyexaminingitseffectsonstudents'writingskills,awarenessofthewritingprocess,andself-regulationabilities.
LiteratureReview:
1.Theoreticalfoundationsofmetacognitivestrategytraining
a.Metacognitionanditsroleinlearningandacademicachievement
b.Metacognitivestrategiesinwritinginstruction
2.Studiesontheimpactofmetacognitivestrategytrainingonwritinginstruction
a.Effectsonwritingperformance
b.Effectsonawarenessofthewritingprocess
c.Effectsonself-regulationinwriting
Methodology:
1.Participants:AsamplegroupofcollegestudentsmajoringinEnglishlanguageorrelatedfields.
2.Design:Randomassignmenttoexperimentalandcontrolgroups.
3.Instrumentation:Pre-testandpost-testwritingassessments,w