| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 95 === ABSTRACT
The purpose of the present study is to investigate the effects of the metacognitive learning strategy training (MLST) on English writing of senior high school students. Specifically, the influence of the MLST program on the students’ attitudes toward English writing and the responses to the MLST program were investigated. Moreover, to what extent the MLST program would influence the subjects’ metacognitive awareness and English writing performance was further explored.
The subjects of this study are 86 tenth-grade senior high school students in Hualien Girls’ Senior High School. During a twelve-week MLST program in writing instruction, all of the subjects had to learn the three metacognitive learning strategies－the planning strategy, the self-monitoring strategy and the self-evaluating strategy. Before and after the MLST program, the subjects were asked to answer the pre-study and post-study questionnaires to investigate their attitudes toward English writing, the growth of their metacognitive awareness and their responses to the MLST program. In addition, the subjects were asked to write the pre-study and post-study writing worksheets. In data analysis, the results of five-point scale questions and the scores of the two writing worksheets were collected, computed and analyzed quantitatively. In addition, the students’ suggestions for the MLST program and responses to the best gains in the MLST program in the open-ended questions of the post-study questionnaires were analyzed qualitatively.
Based on the quantitative and qualitative data analyses, the findings of the present study are summarized as follows.
1. The students’ attitudes towards English writing were positively reinforced after the MLST program. The students expressed they became competent in English writing after they learned how to use metacognitive learning strategies to plan, monitor and evaluate their writing in the MLST program.
2. The students’ metacognitive awareness of writing processes was positively reinforced after the MLST program. The students became more aware of their cognition of the knowledge about writing processes. They learned how to use strategies to accomplish writing and when they could use strategies to solve their problems under different situations.
3. The MLST program helped improve the students’ overall writing performance and the five categories of writing performance in content, organization, vocabulary, language use and mechanics.
4. The students held positive attitudes toward the MLST program in writing instruction.
Based on the study findings, it is suggested that English writing teachers should integrate the MLST program into their English writing instruction. Through the MLST program, students’ metacognitive awareness of writing processes and strategy using will be enhanced and reinforced. In this way, students can develop the ability of planning, self-monitoring and self-evaluating their writing and become active and independent writers.
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