TITLE:
Learning Strategies of Excellent English Majors from the Perspective of “Metacognition” Theory: A Case Study of Undergraduate Colleges and Universities in Zhejiang Province
AUTHORS:
Jiayi Zhang, Lin Zha
KEYWORDS:
“Metacognition” Theory, Cognitive Subject, Cognitive Tasks, Cognitive Strategies, English Learning Strategies, Excellent English Majors
JOURNAL NAME:
Open Access Library Journal,
Vol.11 No.10,
October
30,
2024
ABSTRACT: Excellent English majors can set a good example for ordinary English majors, and their learning experience can be important materials for morality cultivation in English teaching and learning. Excellent learning strategies are not only the cultural window that highlights students’ characteristics, but also reflect learners’ cultural confidence in cohesive learning methods. The paper sets out to analyze and condense the valuable learning experience and learning strategies of excellent English learners recorded on the WeChat official accounts of undergraduate colleges and universities in Zhejiang Province in the past three years from the perspective of the “Metacognition” Theory, and to reveal how these excellent learners make use of “metacognition” mainly in terms of cognition, metacognition, resource management and so on, and to explore the operation mechanism behind it, thereby providing more effective references for the excellent English majors, and some guidance on learning strategies for the general English learners.