Author(s)

Xiao Tianqiong ¹

Affiliation(s)

¹ China West Normal University, Nanchong, Sichuan, 637000, China

Corresponding Author

Xiao Tianqiong

ABSTRACT

Under the network environment, autonomous learning has become a trend. At the same time, cultivating students' autonomous learning ability is one of the teaching objectives required by College English teaching. The traditional Chinese teaching method made most students to learn passively, and the success of language learning depends to some extent on students' autonomous learning after class, therefore it is quite a necessity to strengthen the training of students' autonomous learning ability. Metacognition theory, with its unique characteristics and contents, is also regarded as the core of autonomous learning ability. This paper firstly introduces the real situation of autonomous learning of college students, and then try to employ metacognitive strategies as a guide to improve students' awareness of English autonomous learning and help them to make their own learning plans, monitor and evaluate their own learning process to improve their ability of autonomous learning English. Finally, students become the manager of their own learning, so as to meet demands of the school and society for a compound talents. The results show that there is a close relationship in learners' English independent learning ability and metacognitive strategies. Metacognitive strategies provide guidance for the cultivation of students' autonomous learning ability, and the interaction between them can really promote learners' autonomous learning ability. Therefore, it is very vital to improve college students' independent learning ability under the guidance of metacognitive strategies.

KEYWORDS

Metacognitive strategy; English learning; autonomous learning; learning strategy cultivation

CITE THIS PAPER

Xiao Tianqiong, Application of Metacognitive Strategy in the Cultivation of College Students' English Autonomous Learning. Adult and Higher Education (2024) Vol. 6: 146-154. DOI: http://dx.doi.org/10.23977/aduhe.2024.060322.

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