Analyzing the Effect of Using Meta-cognitive Strategies on Iranian EFL Learners’ Writing Skill

The present paper was an endeavour to explore the impact of using metacognitive strategies on EFL learners' writing performance of a language institute in Gachsaran, Iran. Also, the students’ views on the use of these strategies in EFL classes and their effect on the writing performance were assessed. To this end, 40 intermediate learners were recruited to participate in this study. The experimental group included 20 students who adopted metacognitive writing strategies, while the control group included 20 students who followed a conventional teaching writing skill. Firstly, all participants took part in the same pre-test of writing, and the scores were recorded. Then, implementing the mentioned strategies started after running the pre-test. Finally, the students of both groups took part in the post-test and the scores were recorded carefully. Moreover, a metacognitive writing questionnaire was published to explore the views toward employing the mentioned strategies. The data were analyzed descriptively and inferentially. The results indicated that the employment of metacognitive strategy significantly affected the Iranian EFL learners’ writing performance. Further, the EFL learners hold positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and among all, “Monitoring” was used mainly by the participants