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invocational colleges. Therefore, English teachers had better focus on the application ofmetacognition and make it possible to improve oral English ability of students as soonas possible.Secondly, English teacher who took metacognition into consideration andeducated students to speak English in the experimental class could effectivelyimprove students’ English speaking ability, and students who accepted metacognitionhad a chance to get a lot of fun from the process of oral English study. Metacognitionadvocated teachers to inspire student to study oral English, and students had a chanceto discuss with other students and cooperate with them to study together. In theprocess of inspiration under the guidance of metacognition, students were able to get alot of interesting information from their teachers. The interesting information waslikely to bring a lot of fun to students and they were eager to study more in oralEnglish class.In addition, use of metacognition provided students a chance to discuss withteacher or classmates about the oral English content. During the discussion, studentswere expected to study oral English information with others and thus they could makea progress on oral English study together. When students met the difficulties in oralEnglish, they discussed with others and overcame difficulties by themselves.Therefore, English students might develop their oral English ability together, whichprobably made a beneficial cycle among students.

 

5.2 Implications of the Present Research
The new educational concept of metacognition brings a lot of implications to thepublic in terms of oral English teaching in vocational colleges. The implications ofthis research are very valuable for oral English teachers for their oral English teachingperformance in the future.In the process of oral English teaching with the help of metacognition, there arefour principles that should arouse teachers’ attention, in order to make the trainingpurpose effective.First, teachers should use student-oriented principle in metacognition teaching,for it the principle is relative to the education core, which is the relationship betweenteaching and study. The education core in metacognition is the key part, for thetraining of metacognition is to show the respect and subjectivity of educationists.Therefore, in the process of implementing the metacognition, the oral Englishteaching purpose should be demonstrated to students, create a democratic and equalteaching atmosphere, and then students are likely to make a progress in oral English.Students who are under metacognition teaching can cultivate their self-monitoringhabit.Second, teachers should use metacognition to use their self-monitoring strategyand skills, and there is a basic requirement in the process of implementingmetacognition. The basic requirement is that teachers should demonstrate the basicself-monitoring strategy in the process of teaching guidance, and teach students howto apply the self-monitoring strategy into oral English practice.

 

5.3 Limitations of the Research
Although the application of metacognition has been proved effective in oralEnglish teaching, this research has some limitations that cannot be ignored. Thelimitations of this research can be described as follows.First of all, the time and scale of this research is limited. Since the researchershad not enough research time to do this research, the educationa本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。