An Empirical Study on the Effect of Metacognitive Strategy Training on Chinese College Students’ English Autonomous Learning Ability

Abstract

This study investigates the current situation and the effects of metacognitive strategy training on college students’ autonomous learning of English in China. It adopts a mixed-methods approach that combines quantitative and qualitative research methods to collect and analyze data from 201 participants. The results show that the English autonomous learning ability and metacognitive strategy application ability of college students in Tai’an area are at a medium level, and there is a significant strong correlation between the overall metacognitive strategy application ability and autonomous learning ability. Moreover, the study finds that metacognitive strategy training can effectively improve students’ autonomous learning ability and English proficiency, which offers some practical implications and suggestions for English teaching and learning.