Contents
Abstract
中文摘要
Chapter One Introduction-1
1.1 Reasearch Background-1
1.2 Purpose of the study and Method Briefing-2
1.3 Layout of the Thesis-3
Chapter Two Literature Review-3
2.1 Definitions of Key Terms-3
2.1.1 Meta-cognitive strategies-3
2.1.2 Reading comprehension-3
2.2 Key Theories of Support-4
2.3 Classification of factors4
2.4 Related Studies-6
2.4.1 Application of meta-cognitive strategies to reading comprehension-6
2.4.2 Correlation between the use of meta-cognitive strateies and English Learning performance-6
2.4.3 Factors affecting students’ using of meta-cognitive strategies in English learning-6
Chapter Three Methodology-7
3.1 The Setting-7
3.2 The Participants-7
3.3 Data Collection-7
3.4 Data Analysis-7
Chapter Four Results and Discussion-8
4.1 Effects of Online Peer Feedback-8
4.1.1 The application of meta-cognitive strategies on paying selective attention-8
4.1.2 The application of meta-cognitive strategies to reading comprehension-8
4.1.3 The application of meta-cognitive strategies on monitoring-9
4.1.4 The application of meta-cognitive strategies on evaluating.10
4.2 Factors Affecting the Appliction of Meta-cognitive Startegies-11
4.2.1 Environment elements-11
4.2.1.1Teaching and learning environment11
4.2.1.2 Learning task .11
4.2.2 Learner elements-12
4.2.2.1 Learning motivation.12
4.2.2.2 Degree of hardworking12
4.3 Differences of Factors Affecting Students’ Use of Meta-cognitive Strategies in Reading Comprehension Among Different Groups of Students13
4.3.1 Low level13
4.3.2 Middle level..13
4.3.3 High level14
Chapter Five Conclusion-15
5.1 Major Findings-15
5.2 Study Implications-15
5.3 Limitations of the Study and Room for Improvement-16
References-18
Appendix: Questionnaires-19
文献综述报告-21
