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.....22
3.4 Research Procdures..........23
Chapter Four Data Analysis and Discussion......30
4.1 Data Collection............30
4.2 Results from the Pre....test and Post....test......31
4.3 Analysis of the Interview............34
4.4 The Factors having an effect on Metacognitive Strategy Application......35
4.5 Conclusion and Summary........36
Chapter Five Findings and Suggestions......37
5.1 Major Findings........37
5.2 Suggestions............38
5.2.1Circulating metacognitive knowledge and Strategies to thestudents............38
5.2.2 Enhancing students’ metacognitive awaraness in English reading ....38
5.2.3 Helping students to make appropriate plans and achievable goals........39

Chapter Five Findings and Suggestions

5.1 Major Findings
According to the data analysis above, the major findings drawn from the studyare as follows；First, according to the data analysis about the questionnaire, the application ofmetacognitive reading strategies by senior high school students is fairly low. By thetraining of metacognitive reading strategies, students can plan, manage, monitor andevaluate the process of their reading activities. Although our students have studiedEnglish over 4 years, they should have formed the habit of using efficient Englishreading strategies. However, as a matter of fact, senior high school students still haveno awareness of reading strategies, not to mention meta-cognitive reading strategiesin using. Therefore, it is necessary for teachers to train the students withmeta-cognitive reading strategies in daily teaching.Second, the in-class training with meta-cognitive strategies in English readingcan help the students to make a better performance and learn more effectively. At thesame time, meta-cognitive reading strategies help students to learn independently andactively in the course of reading. After the students are taught about different readingstrategies including metacognitive strategies, they use them more frequently andactively during the learning activities. The study shows that the training onmetacognitive strategies to the students has a significant effect on improvingstudents’ reading efficiency. In addition, after trained, the students make use ofmeta-cognitive reading strategies during the reading process in English morefrequently. The teacher should make an explicit training on strategies in order tomake sure that the students can understand why, when and how to use the strategies,and in what situations the strategies should be used.
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Conclusion

This paper tries to prove that with metacognitive strategies training ,thestudents’ reading ability, confidence and creativity can be improved. Obviously, thedata and questionnaires show that the students who have a high level ofmetacognitive awareness do a good job in English reading in senior high schools inChina, and make great process in reading after being trained for a period of time.In general, it is unique in the following ways: Firstly, it can be better to enhancestudents’ ability to control, adjust and monitor their reading performance. In otherwords, their reading strategy consciousness has much been improved. Secondly, itcan better reflect the ideas and carry out the spirit of the new curriculum reform.Thirdly, the students are considered as the actors and the teach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。