Contemporary Educational Researches Journal

Yazarlar: Dianzhi Liu, Zhihui Niu, Xiaohong Bao, Liyan Liua, Huiyi Yan, Yun Wang

Konular:-

Anahtar Kelimeler:Middle school students,English learning strategies,Meta-cognitive strategies,Cognitive strategies,Affective,Social strategies.

Özet: Our study adopts the self-designed questionnaires of English learning strategies for middle school students which has comparatively high reliability and validity. We have conducted a survey of 613 students from different schools in the southern area of Jiangsu province. Four conclusions are drawn. Firstly, generally speaking, middle school students are weak in English learning strategies. They get high marks on cognitive strategies, low marks on affective/social strategies and average marks on meta-cognitive strategies. Secondly, students with different genders have distinct differences in the process of using the strategies. Usually, girls are better than boys. Thirdly, students’ ability to use the strategies weakens as they move up to the higher grades, mainly in medium auxiliary strategies, affective strategies and social strategies, but are especially weak at social strategies. Lastly, teaching level plays an important role in students’ English learning strategies. The higher teaching level that schools can provide, the better strategies that students can master. Students in poor schools are bad at self-conscious and self-controlled meta-cognitive strategies.    

---