高中英语学困生元认知策略的介入性研究.docx

高中英语学困生元认知策略的介入性研究
Title:AStudyontheInterventionofMetacognitiveStrategiesforHighSchoolEnglishUnderachievers
Introduction:
Highschoolstudentsoftenstrugglewithvariousacademicsubjects,includingEnglish.Amongthem,asubgroupofstudents,commonlyreferredtoasEnglishunderachievers,facechallengesingraspingessentiallanguageskills.ThisresearchaimstoexploretheeffectivenessofmetacognitivestrategiesasaninterventionforhighschoolEnglishunderachievers.Metacognitivestrategiesinvolveself-regulation,reflection,andplanning,whichcanenhancestudents'awarenessandcontrolovertheirownlearningprocess.ThisstudyintendstoassesstheimpactofmetacognitivestrategytrainingonthelearningoutcomesofEnglishunderachievers.
1.OverviewofEnglishUnderachievers:
1.1DefinitionofEnglishUnderachievers:
-IdentifyingthegroupofstudentswhostrugglewithEnglishandarenotperforminguptotheirpotential.
1.2CausesofUnderachievementinEnglish:
-Lackofmotivation,self-confidence,orinterestinthesubject
-Poorstudyhabitsandtimemanagementskills
-Weakreading,writing,andlisteningskills
-Ineffectivelearningstrategies
2.MetacognitiveStrategiesandLearning:
2.1DefinitionandComponentsofMetacognition:
-Metacognitiveknowledge:understandingone'slearningstrengthsandweaknesses
-Metacognitiveskills:planning,monitoring,andevaluatinglearningstrategies
2.2TheRoleofMetacognitiveStrategiesinLanguageLearning:
-Developmentofself-regulationskills
-Enhancedgoalsettingandmonitoringprogress
-Improvedproblem-solvingandcriticalthinkingabilities
3.InterventionMethodology:
3.1SelectionofParticipants:
-IdentifyadiversesampleofEnglishunderachieversfromdifferenthighschools
3.2DesignofIntervention:
-Divideparticipantsintoexperimentalandcontrolgroups
-Providetrainingandpracticeofmetacognitivestrategiestotheexperimentalgroup
-Comparethelearningoutcomesofbothgroups
3.3ImplementationofIntervention:
-Conductmetacognitivestrategyworkshopsfortheexperimentalgroup
-Teachstrategiessuchassettinglearninggoals,planning,monitoringprogress,andself-reflection
-Provideopportunitiesforstude