以98名高职英语专业学生为研究对象,问卷调查数据的定量分析结果表明高职英语专业学生元认知策略的使用整体比较薄弱,高分组和低分组在检验方法成效因子上有显著性差异,在自我监控和制订计划、多渠道练习英语及规划学习任务三个因子上无显著性差异。以5名善学者和5名不善学者为访谈对象,定性分析结果表明高职英语专业学生整体学习动机不强,自我监控意识弱,学习缺乏计划性,学习渠道单一,并且对完成学习任务缺乏规划。 Taking 98 vocational English majors as the research object, the quantitative analysis of questionnaire data shows that the use of metacognitive strategy for English majors in higher vocational schools is relatively weak. The high scores and low scores have significant differences in the test methods There was no significant difference in the three factors of self-monitoring and planning, multi-channel practice of English and planning and learning tasks. 5 good scholars and 5 poor scholars were interviewed. Qualitative analysis showed that English majors in higher vocational schools were not motivated by overall learning, weak in self-monitoring, lack of planning and learning channels, and lack of planning to complete their learning tasks .