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Secondly,  metacognitive  strategy  training  can  effectively  facilitate  junior  high  school students’  use  of  English  reading  metacognitive  strategies.  According  to  the  results  of  the questionnaire,  before  the  training,  the  current  status  of  the  students’ use of metacognitive strategies is unsatisfactory. The average scores of the overall strategies use by the students in the  experimental  class  and  the  control  class  are  2.751  and  2.690  respectively,  indicating  a medium frequency of strategy use, and the independent sample t-test results show that there is no significant difference in the use of metacognitive strategies between the students in the two groups (p > .05). After the training, the use of metacognitive strategies by the students in the  two  groups  is  significantly  different  (p  <  .001).  The  use  of  metacognitive  strategies  by the  students  in  the  experimental  class  has  improved  significantly.  The  average  score  of  the overall strategy use has increased from 2.751 to 3.55, indicating a high frequency of strategy use,  and  the  paired  sample  t-test  shows  that  there  is  a  significant  difference  in  the  use  of metacognitive  strategies  by  the  students  in  the  experimental  class  before  and  after  the training  (p  <  .001).  Therefore,  metacognitive  strategy  training  can  effectively  promote students’  use  of  reading  metacognitive  strategies.  Through  analyzing  the  use  of  the  three subscale strategies by the students in the experimental class before and after the training, we can  see  that  the  training  has  the  greatest  effect  on  the  students’ use of planning strategies (MD  =  -1.125),  followed  by  their  use  of  the  evaluating  strategies  (MD  =  -0.976),  and monitoring strategies (MD = -0.465).

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