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4.3 Research Instruments ..................................... 34

CHAPTER FIVE RESULTS AND ANALYSIS .......................... 45

5.1 The Impact of self - assessment on Junior High School Students' English Reading strategy ...... 45

5.1.1 Comparison of English Reading Strategy of Experimental Class and Control Class Before the Experiment .................... 48

5.1.2 Comparison of English Reading Strategy of Experimental Class and Control Class After the Experiment ........... 49

CHAPTER FIVE RESULTS AND ANALYSIS

5.1 The Impact of self-assessment on Junior High SchoolStudents'English Reading Strategy

This chapter includes comparison of English reading strategy of experimentalclass and control class before the experiment and comparison of English readingstrategy of experimental class and control class after the experiment.

The purpose of the questionnaire on English reading strategies before theexperiment in this study is to know whether the experimental class and the controlclass have the same understanding of metacognitive strategies and cognitive strategiesin English reading learning,so as to carry out further research on this basis.Reliability test is the first task in the data analysis stage.Only a questionnaire withgood reliability and high validity meets the statistical requirements.Firstly,the authoradopts SPSS24.0 version to conduct reliability analysis from the two aspects of thestudy subjects'understanding of metacognitive strategies and cognitive strategies inEnglish reading,and also analyzes the overall reliability and validity of thisquestionnaire.The analysis results are as follows:

CHAPTER SIX CONCLUSION

6.1 Major Findings of the Study

This study examines the impact of self-assessment on English reading learningamong junior high students.After carrying out a 12-week self-assessmentexperiment,it can be seen that:the use of self-assessment tools can significantlyimprove students'reading grades.In addition,according to the results of questionnairesurvey,the use of self-assessment tools can help students master the readingstrategies,including metacognitive strategies and cognitive strategies.

In this study,before the implementation of the test,many students do not havethe habit of self-assessment after completing a reading passage.Even if somestudents want to understand what their problem is in their reading,they either don'tknow what the assessment criteria are,or focus more on their vocabulary.The use ofself-assessment tools allows students to guide from which dimensions to examineand reflect on their reading learning,so as to help students clarify the standards ofreading assessment and improve their self-assessment ability.

The results of the questionnaire show that the students in the experimental classhave better metacognitive strategies and cognitive strategies in English reading thanthose in the control class.This indicates that the application of self-assessment inEnglish reading learning is conducive to students.Learners themselves have clearerplans and criteria,and are more rigorous in the practice of reading exercises.Theresults of post-experiment reading comprehension test sh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。