A Survey on Metacognitive Strategy Use in College Oral English Study under Internet Environment—With a Case Study of Guilin University of Technology

Wen Xu
2012 Theory and Practice in Language Studies  
This paper researches on the metacognitive strategies use in oral English study under Internet environment, among the non-English major students of Guilin University of Technology. The writer studies the metacognitive strategy problems existing among the students, which has, to some extent, hindered an efficient and effective improvement or their oral English proficiency. To solve these problems, the writer proposes some suggested solutions on how to develop their metacognitive strategies, in
more » ... ve strategies, in hope that online oral English learning will play a decisive role in improving students' oral competence. Index Terms-metacognitive strategies, oral English study, Internet environment I. THEORETICAL BASIS As is known, metacognition is one major direction of complex mental functions, which refers to one"s knowledge about cognition and the ability to manage and direct one"s learning and thinking. Only when learners have developed metacognitive awareness, are they able to control their learning process consciously, conducting self-reflection and self-evaluation. O"Maliey and Chamot (1990) points out that metacognitive strategies control the use of cognitive strategies and to great extent, the failure or success of learning depends on the failure or success of the use of metacognitive strategies. Metacognitive strategies are important for effective learning. Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal has been met. These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities. Metacognitive strategies play an important role in language learning, as students need to know which strategies to use and when to use them. However, scholars have differed opinions on the classification of metacognitive strategies. According to O"Malley & Chamot, metacognitive strategies involve thinking about the learning process, planning for learning, monitoring the learning task and evaluating how well one has learned. They are put into three categories, namely planning, monitoring and evaluation. The questionnaire of the present study is on the basis of O"Malley & Chamot"s classification of metacognitive strategies. II. RESEARCH METHODOLOGY This chapter will present the method used in the study, research questions, the choices of subjects, as well as the data collection and data analysis. A. Research Questions 1. What"s the general condition of the use of metacognitve strategies by students learning to speak under Internet environment? 2. Are there any significant differences between male students and female students in the aspect of using metacognitve strategies? 3. What"s the correlation between the strategy use and students" learning proficiency? B. Subjects of the Questionnaire The subjects of present study are non-English major undergraduates from Grade 2009 and 2010 in Guilin University of Technology. In order to collect representative sampling, the research adopts randomly stratified sampling method to distribute the questionnaire. There are altogether 186 undergraduates randomly selected to complete the questionnaire and 166 of them were found to be valid (availability rate of the questionnaire nearly accounting for 90%).The participants are from 4 classes in 2 departments ( 2 classes form Civil Engineering Department of Grade 2009 and 2 classes from Department of Management of Grade 2010), majoring in different subjects. THEORY AND PRACTICE IN LANGUAGE STUDIES
doi:10.4304/tpls.2.7.1430-1435 fatcat:5pvwp5vbljacjfiydcdxeacbma