Title: A Study of the Metacognitive Level of High School English Teachers – A Case Study of High School English Teachers in Jinan
Author: Liu Ying
Advisor: Dr. Zhang Li
Degree: Master of Business Administration
Major: Education Management
Faculty: บัณฑิตวิทยาลัย (Graduate School)
Academic year: 2566 (2023)
Published: The 7th Stamford International conference “Leadership & Social Sustainability in the Tech -Driven Era” SECTION-6 (pp.877-887) conference proceedings PDF
Abstract
This study focused on the factors that affect the metacognitive level of high school English teachers in Jinan, and how to improve their metacognitive level. The objectives of this study were: 1) To explore the relationship between the metacognitive level of high school English teachers and their educational background, 2) To explore the relationship between the metacognitive level of high school English teachers and their teaching experience, 3) To explore the relationship between the differences in the teaching forms and the metacognitive level of high school English teachers in the teaching process. This study adopted the quantitative method, using a questionnaire survey with 300 questionnaires distributed to the English teachers in high schools in Jinan, and 262 valid questionnaires were collected. SPSS was used for descriptive analysis, correlation analysis and regression analysis.
The study found that the metacognitive awareness of English teachers in Jinan middle school was relatively good. The following research results were obtained : 1) The metacognitive level of high school English teachers was positively correlated with their educational background, 2) The metacognitive level of high school English teachers was significantly positively correlated with their teaching experience, 3) The metacognitive level of high school English teachers was significantly positively correlated with the teaching forms used in the teaching process.
Based on the research results, this study puts forward three suggestions on how to use metacognitive strategies to improve the metacognitive level of high school English teachers:1) Apply the planning strategy of metacognitive strategy to help teachers establish the goals of teaching and research activities, formulate reasonable plans, and be fully prepared to improve the efficiency of teaching and research, 2) Make good use of the monitoring strategy of metacognitive strategy, encourage teachers to self-monitor teaching and research activities, eliminate internal and external interference, and effectively optimize and adjust teaching and research activities in the implementation process, 3) Make good use of the adjustment strategy, diagnosing and evaluating the cognitive results of teaching and checking the effectiveness of the cognitive strategies used in teaching and research activities.
Keywords: high school English teacher, metacognitive strategies, effective teaching, metacognitive level.
A Study of the Metacognitive Level of High School English Teachers – A Case Study of High School English Teachers in Jinan
6417195427 Liu Ying 2566 (2023) A Study of the Metacognitive Level of High School English Teachers – A Case Study of High School English Teachers in Jinan สารนิพนธ์ (Independent Study), Advisor: Dr. Zhang Li, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Bangkok: Siam University
Academic Year 2023, Graduate School 2023, IMBA, IMBA 2023, Independent Study, Independent Study 2023, Master of Business Administration, Master of Business Administration (International Program) 2023, Master of Business Administration 2023, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration,Education Management