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such as meta-cognition is“thinking about thinking” (Babs & Moe, 1983), or “cognition about cognition”(Wellman, 1985). Some representative opinions of meta-cognition are presented asfollows.
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Chapter Three Methodology ........... 18
3.1 Research questions........... 18
3.2 Research participants ....... 18
3.3 Research instruments ....... 19
3.3.1 Questionnaire.... 19
3.3.2 Pre-test and post-test........... 20
3.3.3 Interview........... 21
3.3.4 SPSS ........ 21
3. 4 Process of experiment ..... 21
3.4.1 Pre-questionnaires ..... 22
3.4.2 Pre -Test............ 23
3.4.3 Teaching procedure.... 24
3.4.4 The arrangement of post-test, post-questionnaire and interview. ...... 27
3.5 Data collection ........ 28
Chapter Four Results and Data Analysis ......... 29
4.1 Results and data analysis of the questionnaires ............ 29
4.2 Results and data analysis of the tests .......... 35
4.3 Analysis of the interview........... 40
4.4 Discussion ...... 42
Chapter Five Conclusion......... 43
5.1 Major findings......... 43
5.2 Limitations of the study ............ 44
5.3 Suggestions for further study .... 44

Chapter Four Results and Data Analysis

This chapter deals with the results of the statistical analysis for:
(1) Pre-questionnaire and post-questionnaire of meta-cognitive strategy betweenthe experimental class and the control class aim to check whether the meta-cognitivestrategy reading teaching model has obtained more reading strategies than traditionalreading teaching method. Pre-questionnaire and post-questionnaire of autonomouslearning aim to check whether their autonomous learning ability has been improved inEC.
(2) Pre-test paper and post-test paper about reading to see whethermeta-cognitive strategy reading teaching model and traditional reading teachingmethod have significantly different effects on the improvement of learners’ readingability.
(3) The students’ interview is to see whether reading teaching undermeta-cognition theory can stimulate students’ interest and change their attitudes.The data gained from the pre-test, post- test and questionnaires are analyzed bymeans of SPSS software and Independent Samples T Tests and Paired Samples TTests are used to further analyze the data.

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Conclusio

The process of reading comprehension is an important and complicated processfor students in junior high schools. The English teacher should find an effective andefficient teaching method. The paper has proved the meta-cognitive strategy is apractical teaching model. In the last part of the paper, the major findings of the study,the limitations of the study and the suggestions for further study are offered asfollowed.In order to find out an effective method to improve junior high school students’reading ability and their reading interest, this paper applies meta-cognitive strategy toEnglish reading teaching. The experiment lasts four months, after the statistic analysis,the major findings of the experiment can be summarized as follows:As is reported in Chapter Four, in the pre-test, the two classes had similar readingability. Then the EC adopted the meta-cognitive strategy teaching, while the CCadopted traditional teachin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。