Abstract: This thesis investigates the metacognition monitoring in the study of second language. The methods of self-evaluation and the comparison of self-estimated test results and actual test results were used. It is found that there is no relationship between self-evaluation and actual test results. A tendency of underestimating the test results for oral and listening English was found. And the subjects could not estimate correctly their test results for reading comprehension. In conclusion the metacognition monitoring level is low. It is necessary to enhance the metacognition research and training in the second language teaching.