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observes that meta-cognitive strategies can helpstudents facilitate strategy acquisition and language proficiency. They have greateffect on students’ English writing competence. Planning, monitoring and evaluatingare three main components of meta-cognitive strategies, which can help improvingstudents’ English writing proficiency and facilitate them to become self-directedlearners. However, many students do not know how to plan before writing, regulatethe writing process or evaluate their writing. It indicates that they have no idea of howto utilize these strategies in their writing process. Thus, it is quite important topromote the meta-cognitive strategy use by the students.
Third, meta-cognitive strategy instruction should be implemented according tothe students’ individual differences. It requires teachers to have a great deal ofpatience towards the differences of students in the practical teaching, including levelof proficiency, gender as well as region etc. Teachers should pay more attention andbe more sensitive to students’ performance in the whole process of meta-cognitivestrategy instruction. When teaching, teachers have to choose appropriate methods todifferent language learners.
Fourth, more opportunity of successful experience should be provided toencourage students. The finding from students’ journals shows that the painful writingexperience has a bad effect on students’ writing performance. This indicates thatstudents find it difficult and boring in writing. In actual teaching, teachers can helpstudents experience successful writing process by assigning tasks on the basis of theirlevels of proficiency. This can conduce to create a sense of confidence for students aswell as a potential for them to succeed. And it is a good way to cultivate students’interest and confidence toward English writing. In other words, teachers should giveencouragement to students in the learning process by all kinds of means.

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