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hanisms include activities as planning, checking, monitoring, testing, revising, andevaluating strategies of action as one performs the task at hand at the moment. (Hagen,Barclay and Newman, 1982)

Chapter 3 The Design of the Survey.......... 27-34
    3.1 The Purpose of the Survey .........27-29
    3.2 The Instruments of the Survey......... 29-30
    3.3 The Subjects of the Survey......... 30-31
        3.3.1 The Subjects of the Questionnaire......... 30-31
        3.3.2 The Subjects of the Interview .........31
    3.4 The Procedures of the Survey.........31-34
Chapter 4 The Analysis and Discussion......... 34-55
    4.1 The Analysis of the Questionnaires......... 34-43
    4.2 The Analysis of Interviews .........43-53
        4.2.1 Interviews with Students .........43-49
        4.2.2 The Analysis of Interviews with Teachers......... 49-53
    4.3 The Discussions of the Survey.........53-55
Chapter 5 Conclusion......... 55-64
    5.1 Main Findings .........55-56
5.2 Suggestions and Implications......... 56-64

Conclusion

Not only do teachers provide direction in class, but also they can produce recordbags for each student. They can design "self-evaluation table" for students, consistingof different aspects, such as evaluating how they think about the main idea and contextstructure, and their opinions of the core idea of article and writer's point of view. Thiscan stimulate students to study actively instead of receiving everything passively. Thetable also can include the utilization of techniques and methods in reading process andhow to make it better next time; whether they achieve predetermined targets ordesigned plan; assess the successf experience and existing problems in the readingwork, etc. At the end of each reading activity, teachers could ask students to completethis “self-evaluation table” in order to remind students to assess themselves regularly,and then revise their reading methods. Collecting all of the self-evaluation tables intostudent's study evaluation files could record every bit of their learning progress. Orregarding these aspects above, teachers could recommend students to write reflectionjournals to supervise them to review and reconsider their study process.
Like any similar attempts, this research cannot avoid its limitations in providingmore convincing findings and undoubtedly leaves much room to improve with furtherresearches. Firstly, we have to admit the questionnaire itself has its limitations becausethere are still some parts which are important but missed. Secondly, the resultspresented in this paper yield from the attached school of Nankai Universtiy. In thissense, whether the results are also applicable to other high schools needs more surveyand investigation. Finally, more theoretical and empirical studies on how to promotesuccessful and efficient use of metacognitive reading strategies is the aim for farther research, which will focus on specific measures in enhancing the ability to self-monitorand self-regulate.

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