The effect of implementing metacognitive strategies in computer-assisted instruction on student learning outcomes

The rapid development of information technology promotes the popularization of computer-assisted teaching in colleges and universities, and the diversification of information access brings challenges to students’ learning, so the metacognitive learning strategy has received more and more attention. In order to explore the influence of metacognitive strategies on students’ learning effectiveness, this paper selects first-year students majoring in Business English in a university as the research object, develops and distributes the Questionnaire on the Application of Metacognitive Strategies, sets up experimental and control classes to carry out the practice of applying metacognitive strategies in computer-assisted teaching and processes the data with correlation analysis and multiple regression analysis. The total metacognitive score of the experimental class was as high as 141.83 after the practice, which showed a significant difference compared with the pre-test (P=0.007<0.01). Compared to the pre-practice period, the scores of the questionnaire questions for the three sub-strategies of planning strategy, monitoring strategy, and evaluation strategy increased by an average of 0.952, 1.614, and 1.444, respectively. The implementation of metacognitive strategies has a significant impact on students’ learning effectiveness.