Investigation of metacognitive strategies in writing of English as a second language based on multimedia technology

The paper investigates and analyzes the relationship between metacognitive strategies and their English capabilities of 90 sophomores of English majors in the writing of English as a second language based on multimedia technology. Quantitative researches are involved in the investigation and the result shows that the frequencies of the subjects' metacognitive strategies in fundamental English writing are at the level of somewhat and often. T-test proves that significant statistical differences exist between successful and less successful learners in their application of metacognitive strategies. Multi-regression analysis shows self-monitoring is the dominant factor affecting the writing of English as a second language. It is apparent that multimedia technology plays an essential role in conducting the research. The study concludes that instructors should actively implement metacognitive strategies in the process of the writing of English as a second language.