Application of Metacognitive Strategies to Learner Autonomy in a Computer-assisted Learning Environment of College English

摘要

With the expansion of Chinese university enrollment, transformation of traditional teaching method and utilization of computer-assisted learning gradually becomes inevitable under the guidance of macro policy. In College English education, computer supported self-access learning permits students to undertake courses via the network. This allows students to participate in a learning process where they can gather information not only from the instructor but also from the virtual world. In such case, instead of teacher-oriented learning, we say that emphasis should be redirected to students' autonomy — they should get their access to learn how to learn. To achieve learner autonomy, on top of other learning strategies, metacognitive strategies are one of the essential elements for self-access learning. However, the result of the interviews with 39 College English teachers reveals that the knowledge of this systematic methodology is far beyond adequate and the functions of metacognitive strategies are not fully developed in present College English course. Therefore to drive this point home that metacognitive strategies can stimulate language learners to make their own judgments and reinforces their ability to cultivate learner autonomy, necessary education and application of metacognitive strategies should be carried out among both teachers and students simultaneously. Only in this way can we activate learners' cognitive processes and benefit learners' autonomy in computer-assisted learning environment of College English so that the ultimate goal of College English education could be achieved.