Abstract
TheEnglishCurriculumStandardsforCompulsoryEducation(2022)pointsout
thattheeffectiveuseoflearningstrategiesbystudentsnotonlyhelpsthemgraspthe
directionoftheirlearning,adoptscientificapproachesandimprovelearning
efficiency,butalsohelpsthemdevelopself-directedlearningabilities,layingthe
foundationforlifelongsustainablelearning.Meta-cognitivestrategiesarehigh-level
controlstrategieswithinthebroaderspectrumoflearningstrategies.Inruraljunior
highschoolEnglishlearning,Englishvocabularyisundoubtedlymostinneedof
guidancewithmeta-cognitivestrategies.VocabularyisthefoundationofEnglish
learning,andunderstandinghowtohelpstudentslearnEnglishvocabularymore
effectivelycansignificantlyimprovetheiroverallproficiency.Thisresearchconducts
anactionresearchonthespecificroleofmeta-cognitivestrategiesinpromoting
Englishvocabularylearningamongruraljuniorhighschoolstudents,focusingon
boththebreadthanddepthofvocabularylearning.Thisresearchprimarilyexplores
twocorequestions:
1.Whatisthestatusquoofthemeta-cognitivestrategiesapplicationinrural
juniorhighschoolstudents’Englishvocabularylearning?
2.Inwhatwaysdothemeta-cognitivestrategiesofruraljuniorhighschool
studentsaffecttheirEnglishvocabularylevels?
Thisresearchselected100seventh-gradestudentsfromNo.3JuniorHighSchool
inLinshuastheresearchparticipants.Inaone-semester,three-roundactionresearch,
questionnaires,vocabularytests,andinterviewswereused.Thefirstroundofthe
researchfocusedonstudents’overallunderstand