Abstract

Language learning is a complicated process involving a lot of individual factors; therefore, language learning effects vary greatly among individual learners. The research intends to examine the frequencies of low achievers’ metacognitive strategy use in China West Normal University and to discuss whether it is necessary to propose an effective metacognitive strategy training model targeted at low achievers. The results indicate that LHAs (Language High Achievers) and LLAs (Language Low Achievers) vary considerably in metacognitive strategy use and a metacognitive strategy training program for language low achievers will be greatly needed.

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