The Effects of Metacognitive Strategy Training for College Language Low Achievers

Abstract

The study is carried out in China West Normal University. The author and 105 students from two classes participate in the study. A newly constructed training model was applied from the integration of Oxford’s (1990) eight-step model with Cohen’s 1997 Strategies-based Instruction (SBI). The study lasts 3 months. During the study, students from experiment class are presented with what are metacognitive strategies and the chance to practice while the students from control class receive traditional instructions. The results indicate that the metacognitive strategy training can enhance students' metacognitive awareness and writing performance.