Metacognitive Strategies Empowering Junior High School English Reading Instruction: Practical Exploration and Effectiveness Analysis

Juan Wang; Wenjie Li

doi:10.63313/ESW.9051

Authors

Juan Wang School of Foreign Languages, China West Normal University, Nanchong, China Author
Wenjie Li School of Foreign Languages, China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.63313/ESW.9051

Keywords:

Metacognitive strategies, Junior high school English, Reading instruction, Au-tonomous learning, Reading interest

Abstract

With the continuous renewal of educational concepts and the innovation of teaching methodologies, metacognitive strategies, as an efficient learning strat-egy, are gradually being integrated into junior high school English reading in-struction. This paper aims to explore the practical application of metacognitive strategies in junior high school English reading teaching, analyze their impact on students' reading abilities, autonomous learning capabilities, and reading interests, and propose corresponding teaching implementation suggestions. Through empirical research and case studies, this paper reveals the significant value of metacognitive strategies in junior high school English reading instruc-tion, offering new perspectives and methods for enhancing the quality of junior high school English teaching

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