Metacognitive Strategies Empowering Junior High School English Reading Instruction: Practical Exploration and Effectiveness Analysis
Year: 2025
Type: article
Abstract: With the continuous renewal of educational concepts and the innovation of teaching methodologies, metacognitive strategies, as an efficient learning strat-egy, are gradually being integrated into junior high school English reading in-struction. This paper aims to explore the practical application of metacogni-tive strategies in junior high school English reading teaching, analyze their im-pact on students' reading abilities, autonomous learning capabilities, and read-ing interests, and propose corresponding teaching implementation suggestions. Through empirical research and case studies, this paper reveals the significant value of metacognitive strategies in junior high school English reading in-struc-tion, offering new perspectives and methods for enhancing the quality of junior high school English teaching
Source: Education and Social Work
DOI: 10.63313/esw.9051
Author: Juan Wang
Institution: China West Normal University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410925700