Exploring the Application of Metacognitive Strategy in Chinese Writing in Middle Schools
Year: 2024
Type: article
Study design: Observational Study
Abstract: Metacognitive strategy, one of the strategies of learning languages, is essential for learning Chinese writing. The research is conducted by analyzing the relationship between the levels of middle-school students using metacognitive strategy and their levels of Chinese writing. The results of the research indicate significant correlation exists between levels of Chinese writing and the levels of middle-school students using metacognitive strategy. During the examination phase, students tend to use metacognitive strategy before the commencement of writing and the level of using strategy in daily study is much lower than it is in the examination phase. The degree of impact of strategies on Chinese writing in middle schools, in descending order, is monitoring strategy, adjustment strategy and planning strategy. However, the difference in impact on writing levels among such three strategies is small. According to the results, teachers should design conscious training to teach middle-school students to use metacognitive strategy effectively and enhance their abilities of using metacognitive strategy in daily study. Moreover, coordinating the intensity of the teaching monitoring strategy, adjustment strategy and planning strategy is important.
DOI: 10.62051/5ge0p036
Author: Zhoutong Li
Institution: Huaiyin Normal University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4401769874