The Effect of Subtitling on the Learning Effectiveness of Second Language Acquisition

Abstract

This paper examines current research on metacognitive reading strategies, aiming to provide valuable insights and inspiration for researchers and educators in reading comprehension. The paper begins by defining metacognitive strategies and categorizing them into various classifications, shedding light on their significance in the reading and learning process. It further explores the importance, influencing factors, and the process of utilizing metacognitive strategies in reading, emphasizing their role in promoting reading comprehension, second language reading, and attention monitoring. Additionally, the paper delves into the factors influencing applying metacognitive reading strategies, such as language proficiency, self-efficacy, and foreign language anxiety. It also outlines the planning, monitoring, and assessment processes involved in using metacognitive strategies during reading. Furthermore, the paper offers suggestions for the future development of metacognitive reading strategies. It proposes the integration of artificial intelligence (AI) with metacognitive reading strategies, highlighting the potential of AI in enhancing individual reading comprehension through technological means. The paper also advocates for focusing on individual differences and optimizing teaching strategies to cater to diverse learner needs. Additionally, it recommends exploring more effective cultivation and training methods for metacognitive reading strategies, with a specific emphasis on the application of AI in simulated learning and real-life situations.