A Study of Metacognitive Strategy Training for College Language Low Achievers

Lihua TANG

Abstract


Language high achievers and language low achievers vary considerably in metacognitive strategy use. This study carried out a metacognitive strategy training session and it was conducted with the 105 low achievers (47 of them belonging to the experimental group and 58 of them belonging to the control group) by applying a newly constructed training model from the integration of Oxford’s (1990) eight-step model with Cohen’s 1997 Strategies-based Instruction (SBI).The results indicate that the training can greatly enhance both metacognitive strategy use and language proficiency and that the metacognitive strategy has great impact on the language low achievers and the training is effective.


Keywords


Language Low Achievers; Metacognitive Strategies; Questionnaire; Training

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References


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DOI: http://dx.doi.org/10.3968/n

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