A Research on Promoting Non-English Majors' Learner Autonomy through Meta-cognitive Strategy Training in Higher Vocational Colleges
- 10.2991/icadce-16.2016.375How to use a DOI?
- meta-cognitive training; learner autonomy; vocational students
Researchers have been aware that learner autonomy is crucial in improving learning efficiency. Chinese researchers have done lots of researches to explore the training mode of learner autonomy, but empirical researches on classroom-based learning context are far from enough. Chinese vocational students have their unique features. Their varying English backgrounds result in various learning needs which cause great difficulties to college English teaching. Promoting vocational students' learner autonomy can help combine their inside class English learning with outside class English learning. Meta-cognitive strategies are defined as higher executive skills that may entail planning, monitoring, and evaluating the success of a learning activity. It is apparent that meta-cognitive strategies are consistent with learner autonomy in core concepts. So this research aims to explore how to improve vocational students' learner autonomy through meta-cognitive strategy training.
- © 2016, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Lu Chen PY - 2016/05 DA - 2016/05 TI - A Research on Promoting Non-English Majors' Learner Autonomy through Meta-cognitive Strategy Training in Higher Vocational Colleges BT - Proceedings of the 2016 International Conference on Arts, Design and Contemporary Education PB - Atlantis Press SP - 1525 EP - 1533 SN - 2352-5398 UR - https://doi.org/10.2991/icadce-16.2016.375 DO - 10.2991/icadce-16.2016.375 ID - Chen2016/05 ER -