1.只有16.5%的学生自己认为是较好的策略使用者，44.7%的学生认为使用情况较差；而进入大学后教师没有对学生进行系统的大学阶段的策略指导（只有30.6%的学生经常接收策略指导，25.9%的学生从未接过受过策略指导，他们只是延用高中时的学习方法和学习策略，这会严重地影响大学阶段学习策略的使用和学习目的实现，从而影响了学习效率和学习成绩的改善。
There are only 16.5% students thought they are good at strategically planning, and 44.7% students are not good at it.
In the university period, if the teachers will not provide the strategic guide to his or her students, (according to the survey, only 30.6% students frequently receive the strategic guide, and 25.9% students never acquire any strategic guide), the students will only continually use the study method and strategy from high school period, it will seriously impact the achievement of study purpose and study strategy during the university period, thus, it will influence the study efficiency and improvement.
2.原因可能是：1）对象不同，他们调查的多是英语专业或全日制的本科生，而本调查对象是成教学生；
The possibility could be: 1) Difference of respondents, the majority of their researched respondents is full-time undergraduates or English major students, but most of our researched respondents are adult-education students.
2）基础不同，他们调查的多是高考成绩100分以上的，而本调查多是85分以下的；
2) Difference of foundation, the score of college entranced examination of most of their researched respondents is above 100, but the score of our respondents is mostly below 85.
3）学习目的不同，他们调查的多是为应用外语而学，而本调查对象多是为应付考试获得文凭而学；
3) Difference of study purpose, most of their respondents are willing to be bilingual user, but most of our respondents are only study for diploma or in dealing with pass the examination.
4）兴趣不同，他们调查的多是对外语感兴趣，想学好英语的人，而本调查对象多是没有太大兴趣、被动去学
Difference of interest, most of their respondents are really into English learning, and would like to enhance their ability of English, but most of our respondents have no interest about English, only study for the parents’ instructions.
3.但往往信心不足、基础和环境原因达不到理想的效果
Most of our respondents are unconfident about their foundations, therefore, they are not able to reach the ideal study effects.
4.在元认知策略的使用中，多数学生没有太明确的学习目标，基本上不制定学习计划，不去评价自己在英语学习中的进步与不足，不理会自己的学习效果，更谈不上总结自己的学习方法了。
In the application of metacognitive strategies, most of students have no specific study purpose, they have no strategic plan for their study and be reluctant to evaluate their progress and shortcomings, always ignore their study effect and not to mention that they will summarize the study method.
5.绩优生和绩差生在策略的偏爱上既有相同点，又有异同点。
The university students with good academic records and the one with worse records both have common points and different points on their preference of strategy.
6.从中可以看出对于成教学生中的绩高者来说他们能想办法用各种方式各种渠道学习英语并有较强的学习动机，尽量地克服畏惧心理表达自己来克服对知识的不足，而绩差生也想通过各种方式学习英语，但他们多数仍停留在高中时记单词背语法的方法上。虽然有些共同点，但是仔细地研究问卷后发现在具体的策略运用上还是有较大的差别:
By means of the survey, we could realize that the university students with good academic records have very strong study motivation with various channels regarding to English learning, and be able to do their best to overcome physiological problems in dealing with the challenge from new knowledge, but it is a pity that most of the university students with worse academic records still remain the inappropriate and mechanical study method from high school.
Even though above-mentioned study methods may have common points, but there is a huge gap between them after we clearly studied on the questionnaire in the aspect of operation of strategy.
