Contents

Abstract

中文摘要

Chapter One Introduction-1

1.1 Reasearch Background-1

1.2 Purpose of the study and Method Briefing-2

1.3 Layout of the Thesis-3

Chapter Two Literature Review-3

2.1 Definitions of Key Terms-3

2.1.1 Meta-cognitive strategies-3

2.1.2 Reading comprehension-3

2.2 Key Theories of Support-4

2.3 Classification of factors4 

2.4 Related Studies-6

2.4.1 Application of meta-cognitive strategies to reading comprehension-6

2.4.2 Correlation between the use of meta-cognitive strateies and English Learning performance-6

2.4.3 Factors affecting students’ using of meta-cognitive strategies in English learning-6

Chapter Three Methodology-7

3.1 The Setting-7

3.2 The Participants-7

3.3 Data Collection-7

3.4 Data Analysis-7

Chapter Four Results and Discussion-8

4.1 Effects of Online Peer Feedback-8

4.1.1 The application of meta-cognitive strategies on paying selective attention-8

4.1.2 The application of meta-cognitive strategies to reading comprehension-8

4.1.3 The application of meta-cognitive strategies on monitoring-9

4.1.4 The application of meta-cognitive strategies on evaluating.10

4.2 Factors Affecting the Appliction of Meta-cognitive Startegies-11

4.2.1 Environment elements-11

4.2.1.1Teaching and learning environment11

4.2.1.2 Learning task .11

4.2.2 Learner elements-12

4.2.2.1 Learning motivation.12

4.2.2.2 Degree of hardworking12

4.3 Differences of Factors Affecting Students’ Use of Meta-cognitive Strategies in Reading Comprehension Among Different Groups of Students13

4.3.1 Low level13

4.3.2 Middle level..13

4.3.3 High level14

Chapter Five Conclusion-15

5.1 Major Findings-15

5.2 Study Implications-15

5.3 Limitations of the Study and Room for Improvement-16

References-18

Appendix: Questionnaires-19

文献综述报告-21