International Journal of Education

As an important part of the college entrance examination assessment, English reading has gradually become the core approach for high school students to expand their language abilities. English reading is not only an important carrier for imparting subject knowledge, but also can cultivate students' critical thinking and cross-cultural awareness. However, at present, high school students often remain in a passive receiving state in English reading, and their metacognitive abilities are relatively weak. Based on this real problem, this paper attempts to combine metacognitive strategies with the ESA teaching model to explore feasible paths for improving students' application of reading strategies and cultivating their autonomous learning literacy, in order to provide theoretical reference and practical inspirations for high school English reading teaching. Through theoretical elaboration and a case study (taking "Longji Rice Terraces" from Foreign Language Teaching and Research Press's Compulsory English 1 as an example), this paper demonstrates that integrating metacognitive strategies of planning, monitoring, and evaluating into the three stages of the ESA model (engage, study, and activate) can effectively guide students to shift from passive reception to proactive planning and regulation of the reading process. This study provides a practical framework for enhancing the effectiveness of English teaching.

Metacognitive strategies; ESA teaching model; High school English reading teaching; Autonomous Learning