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本研究基于我校大学二年级非英语专业学生进行多媒体写作平台的教改实验,采用定量分析方法以问卷的形式对受试进行调查,以期发现外语学习者多媒体环境下英语写作元认知策略使用的内在结构。共收集有效问卷367份,借助社会统计学软件SPSS23.0对数据进行探索性因子分析(EFA)。结果表明,在多媒体环境下外语学习者的写作元认知策略可整合为三大要素:事先计划、自我监控和自我评估。这一结果有助于我们进一步厘清元认知策略的概念,并促进学习者采用合理有效的学习策略,提高多媒体环境下的语言学习效率。
Based on the experimental teaching of multimedia writing platform for second year non-English majors in our university, this research uses the quantitative analysis method to investigate the subjects in the form of questionnaires in order to find out how to use the metacognitive strategy of English writing in the multimedia environment of foreign language learners Inner structure. A total of 367 valid questionnaires were collected, and exploratory factor analysis (EFA) was performed on the data with SPSS 23.0. The results show that foreign language learners’ writing metacognitive strategies in multimedia environment can be integrated into three elements: prior planning, self-monitoring and self-assessment. This result helps us further clarify the concept of metacognitive strategy and promote learners to adopt a reasonable and effective learning strategies to improve the efficiency of language learning in a multimedia environment.