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sp;on  meta-cognitive strategies  and  reading  comprehension  tests  scores.  In  addition,  the  descriptive  analysis is to analyze the mean of these statistics. The  following  main  components  are  included  in  this  chapter:  1)  questionnaires analysis;  2)  English  reading  comprehension  texts  analysis;  3)  feedbacks  from  reading diaries.  

5.1 Analysis of Questionnaires 

This part analyzed the use of meta-cognitive strategies by the experiment class and control  class  before  and  after  the  training.  The  researcher  carried  out  the independent-samples t-tests to find out whether the two classes showed any significant differences in the use of meta-cognitive strategy before and after the training. The other one  was  the  paired  sampled  T-tests  which  were  run  to  explore  whether  the  experiment and  control  class  showed  great  gain  in  scores  between  pre-  and  post-tests  on meta-cognitive strategy use and reading comprehension tests scores.  

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Conclusion  

Meta-cognitive strategies training and instruction in reading have been described in precious  chapters,  which  enlighten  us  to  improve  the  meta-cognitive  strategy  use  in English-learning.  Firstly,  the  major  findings  of  the  research  are  presented  at  the beginning  of  this  chapter.  Secondly,  it  discusses  the  implications.  And  lastly,  some limitations and suggestions for further study are elaborated. From  the  statistical  analysis  of  the  experimental  results,  some  major  findings  are summarized as follows.Before  the  meta-cognitive  strategy  training,  the  students’  meta-cognitive strategy  overall  level  is  not  high  in  Chongqing  University  of  Education.  Among  them, the monitoring strategy holds the highest frequent use, and the planning strategy ranks second,  while  the  evaluating  strategy  is  the  least  used  by  the  students  in  the  study.  In addition,  their  reading  performances  are  relatively  low  according  to  their  reading comprehension scores. The  correlation  between  the  usage  of  meta-cognitive  strategy  and  English reading performances is found. That is, they are positively correlated. The improvement of meta-cognitive strategy use can represent the improvement of reading proficiency.  Besides,  results  from  pre-/post-questionnaires  and  pre-/post-tests  indicate  that meta-cognitive  strategies  training  is  feasible  and  efficient  in  improving  meta-cogn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。