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English course plays a significant part in graduate education. It is advocated in this paper that applying the Approach of Length Writing to graduate English teaching is not only effective in improving the teaching efficiency but also helpful in developing students’ metacognition. By reviewing and summarizing the findings of recent studies and teaching experiments in ESL, some teaching strategies have been put forward in this paper about how to adopt Length Writing Approach in graduate English course to develop students’ metacognitive strategies, reducing their learning anxiety and increasing their comprehensive ability in English using simultaneously. It is claimed by the author in this paper that such a teaching approach will produce prolonged positive effects in graduate students’ English learning and therefore deserves more attention, discussion as well as application.

On the Facilitation of Students’ Metacognition by Applying the Length Writing Approach in Graduate English Teaching