八年级学生英语阅读元认知策略使用的实证研究的中期报告.docxVIP

八年级学生英语阅读元认知策略使用的实证研究的中期报告 Introduction This study focuses on investigating the use of metacognitive strategies in English reading among eighth-grade students. Metacognitive strategies refer to the use of cognitive processes to regulate one’s own thinking and learning. These strategies are considered important for reading comprehension and have been shown to be effective in improving reading performance. The present study aims to explore the extent to which eighth-grade students use metacognitive strategies in English reading, the types of strategies used, and the factors that influence their use. Methodology The study employs a mixed-methods research design, including both qualitative and quantitative data collection methods. The participants are eighth-grade students from two junior high schools in China. A total of 200 students were recruited for this study, with 100 students from each school. The students were required to complete a questionnaire that measures their metacognitive strategy use in English reading. The questionnaire was adapted from previous studies and included items that measure the frequency of use of different metacognitive strategies. The questionnaire was administered during regular English class periods and took approximately 20 minutes to complete. In addition to the questionnaire, a sub-group of 20 students was chosen from each school for a qualitative interview. The interviews aimed to provide a deeper understanding of the students’ metacognitive strategy use in English reading. The interviews were conducted in English by the researcher and lasted approximately 30 minutes. The interviews were recorded and transcribed for analysis. Results Preliminary analysis of the questionnaire data shows that the majority of students reported using metacognitive strategies in English reading. Specifically, the most frequently reported strategies were prediction, summarization, and monitoring. The least frequently reported strategies were self-questioni