The Impact of Training Metacognitive Reading Strategies on Motivation Orientation and Reading Achievement

There have been very few studies concerning the impact of training metacognitive reading strategies on motivation orientation and reading achievement in foreign language learning. The present study aims to explore the impact of training metacognitive reading strategies adopted by English major students on motivation orientation and reading achievement. The study was carried out by means of questionnaires; this approach was investigated and empirically studied by using the method of note taking to train students' metacognitive reading strategies. The data collected from 91 English major students of China University of Geoscience were analyzed with correlation analysis, ANCOVA and Wilcoxon test. It was found that the variables of metacognitive reading strategies and motivation orientations are interrelated and they affected each other to mediate the outcomes of reading. After one year's metacognitive reading strategies training by use of the note-taking method, students strengthened their motivation of learning and improved their reading achievement.