A Research on Promoting Non-English Majors' Learner Autonomy through Meta-cognitive Strategy Training in Higher Vocational Colleges

DOI

10.2991/icadce-16.2016.375How to use a DOI?

Keywords

meta-cognitive training; learner autonomy; vocational students

Abstract

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.

Copyright

© 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/).

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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  -