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初中英语阅读教学中元认知策略训练的实验研究.docx

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初中英语阅读教学中元认知策略训练的实验研究 Title:AnExperimentalStudyonMetacognitiveStrategyTraininginJuniorHighSchoolEnglishReadingInstruction Abstract: Metacognitionreferstoone'sawarenessandunderstandingoftheirownthinkingprocesses.Inthecontextoflearning,metacognitivestrategiesrefertothecognitivestrategiesoneemploystoplan,monitor,andevaluatetheirlearningprocess.Asacrucialcomponentofreadingcomprehension,metacognitivestrategytrainingisessentialinhelpingstudentsdevelopeffectivereadingskills.ThispaperpresentsanexperimentalstudythataimstoinvestigatetheeffectivenessofmetacognitivestrategytraininginjuniorhighschoolEnglishreadinginstruction. Introduction: Englishreadingcomprehensionisafundamentalskillthatstudentsneedtoacquireduringtheirjuniorhighschoolyears.However,manystudentsoftenstrugglewithcomprehendingandanalyzingatextinaforeignlanguage.Thismaybeattributedtoalackofeffectivereadingstrategies.Thus,incorporatingmetacognitivestrategytrainingbecomesessentialinimprovingstudents'readingperformance. ResearchObjective: Theobjectiveofthisstudyistoexploretheeffectivenessofmetacognitivestrategytraininginenhancingstudents'Englishreadingcomprehensionskills.Thestudyseekstoinvestigatetheimpactofmetacognitivestrategytrainingonstudents'readingstrategies,readingcomprehensionabilities,andoverallacademicperformance. Methodology: 1.Participants: Theparticipantsofthisstudywillconsistoftwogroups:anexperimentalgroupandacontrolgroup.Eachgroupwillcomprise30juniorhighschoolstudentsfromthesameschool.ParticipantswillbeselectedbasedontheirEnglishreadingabilities,ensuringthatthetwogroupshavesimilarproficiencylevels. 2.ExperimentalDesign: (a)Pre-test:Boththeexperimentalandcontrolgroupswillbeadministeredapre-testtomeasuretheirinitialreadingcomprehensionabilitiesandreadingstrategies. (b)Metacognitivestrategytraining:Theexperimentalgroupwillreceivemetacognitivestrategytrainingsessionsfocusedonplanning,monitoring,andevaluatingtheirreadingprocess.Thetrainingwillbeprovidedthroughexplicitinstruction,guidedpractice,andindependent