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ed ranging from 1 point to 5 point. Among which, 1 point means “never or almost never do like this”, 2 point means “don’t do like this usually”, 3 point means “ do like this sometimes”, 4 point means “ do like this usually” and 5 point means “always or almost always do like this”. There are 20 questions in questionnaire. The content of questionnaire is divided into two main part: The first part is essential information of participants, including name, grade, and gender. The second part is questions about using situation of metacognitive reading strategies by participants. It can be divided into three subcategories, which are planning, monitoring and evaluating. They correspond with reading process and it shows concretely in pre-reading, reading, and after-reading. In each part of process there are about 6 to 7 questions in questionnaire. In order to prevent students’ English language proficiency and capability affect the result in analysis of questionnaire, the questionnaire is translated into mother language.

Questions of pre-reading strategy investigation mainly refers to arrangement, organization and plan of reading process. It includes arranging learning time, predicting difficulties occurred in reading and thinking solution to solve problems. For example, questions like; “Before you do reading comprehension exercise, do you arrange time for yourself, and require yourself to finish it in fixed time?” “Regarding the passage which you are not familiar with, will you acquaint background knowledge in advance before reading?” Questions about reading process are mainly constituted by questions of self-evaluating and adjusting in reading process. For instance, “When you are reading, can you notice information interrelated with questions?” “Can you concentrate your energy and thinking in reading process?” “In reading, do you usually point a finger at content?” “Do you usually have habit of reading loudly?” The third part is investigation of after-reading. It refers to whether a student evaluating and reflecting his reading content, while checking and reviewing his reading process, and summarizing his reading result and strategies used in process. Let students evaluate his reading activity after reading process is finished. For example, “Can you understand reading materials? If you can, how much?” “In reading process, do you meet difficulties? Where?” “What strategies do you use in reading , does it work?”

According to description of learning strategies given by O’Malley and Chamot (2001), the author study L2 theory of Wen Qiufang (1996). The author design the questionnaire also according to actual situation of vocational college students and test syllabus of PRETCO.

4.4 Research Procedures

4.4.1 Settings and goals

Before training students, pre-test was to be carried out. Scores of final examination were collected together which shows the average score of reading comprehension part of class 3 is 13.2, average of class 4 is 14.6. Result of pre-test showed there was no significant difference between experimental group and control group, so their reading abilities were almost on the same level before training. Then, pre-test questionnaires were handed out to students from experimental group and control group. They finished them also in 15 minutes independently.

Students in both experimental group and the control group sh