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Abstract
The modern foreign language Education aims at improving students’ communicative 留学生论文ability and their comprehensive qualities. During the course of English language teaching, the training and improvement of students’ listening and speaking ability and the integrative language application skills are very important. The current English teaching materials are rich, teaching methods are various and the differences among the students are very visible. In order to help students with different levels of English, the training of the self-regulated learning ability is necessary. From the questionnaire of self-regulated learning ability, the questionnaire of the application of meta-cognitive strategy and the result of pre-test in the non- English major students (NEMS) of High Vocational College (HVC), the author has found that their self-regulated learning abilities are very low and the examination scores are equally low. In the thesis how to improve the self-regulated learning ability is the main topic. Some background knowledge about self-regulated learning ability leads to these considerations: Are the examination scores related to the self-regulated learning ability? How can self-regulated learning ability be improved? Can the training of the meta-cognitive learning strategy improve the self-regulated learning ability and at last improve the examination scores？In order to test these questions the author made an experiment in this thesis.

Key words: self-regulated learning ability, meta-cognitive learning strategy, examination scores

1 Introduction
Since the 20th century, the researches about self-regulated learning have paid more attention to the change of English teaching researches from teachers’ teaching to students’ learning. Many scholars have acquired very important researches about self-regulated learning. Henry Holec (1981:3) argued in his book Autonomy and Foreign Language Learning that ‘autonomy’ is the ability to take charge of one’s own learning and the learners possess the ability of autonomous learning. The learners can achieve certain learning goals, content, material, and methods, and can set up certain learning time, objectives. At the same time they can control learning processes, evaluate learning effects. Such autonomous learning ability is not inherent, and the learners can gain it only through the special and systematic learning.

Reference
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[8] O‘Malley, J. A., Chamot, A. U., Stewner-Manzanares, G., Russo, R本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。