Needs Analysis of Metacognitive Strategies Training in English Language Instruction Using Digital Technology and to Improve the Autonomous-Learning Ability and English Language Achievement of Chinese EFL Undergraduate Students

Chunfeng Wang; Prannapha  Modehiran

doi:10.60027/ijsasr.2023.3469

Authors

Chunfeng Wang Ph.D. Candidate, Graduate School of Human Sciences, Assumption University, Bangkok, Thailand and Professor, Heilongjiang International University, Harbin, Heilongjiang, China https://orcid.org/0000-0001-6551-2216
Prannapha Modehiran Graduate School of Human Sciences, Assumption University, Bangkok, Thailand https://orcid.org/0009-0009-9471-4955

DOI:

https://doi.org/10.60027/ijsasr.2023.3469

Keywords:

English Language Instruction; , Digital Technology; , Metacognitive Strategies; , Autonomous-learning Ability; , English Language Achievement; , Chinese EFL Students

Abstract

Background and aims: Learner autonomy has become a focal point in language learning over the past 30 years. In China, fostering and improving college students’ autonomous learning ability has become a crucial aspect of higher education English teaching reform in the 21st century. Thus, this paper aims to analyze the needs of Chinese EFL undergraduate students to improve their autonomous learning ability and English language achievement.

Materials and methods: A needs analysis questionnaire (N=183) was conducted to investigate students’ necessities, lacks, and wants in English language learning.

Results: The findings showed that the students required being trained to use metacognitive strategies and apply digital technology in their English learning to improve their autonomous learning ability and English achievement.

Conclusions: Besides using metacognitive strategies to improve their autonomous learning and English language achievement, students also expressed their preferences for digital tools as effective means to augment their learning outcomes and motivation.

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