EFFECTS OF EXPLICIT INSTRUCTION IN METACOGNITIVE WRITING STRATEGIES ON MOROCCAN ENGLISH DEPARTMENT LEARNERS’ WRITING PERFORMANCE: AN EXPERIMENTAL STUDY
DOI:
https://doi.org/10.46827/ejals.v9i2.725Keywords:
metacognition, metacognitive writing strategies, self-regulation, writing strategy instruction, L3 writing performanceAbstract
Given the high momentum gained through prior evidence-based research on the synergy between metacognition and writing performance, the current study is oriented toward testing the impact of explicit metacognitive writing strategies instruction (EMWSI) on Moroccan university-level learners’ expository and argumentative writing achievement in English (L3). Based on a one-group pretest-posttest design, this experimental study targeted an EFL group consisting of 55 university-level students. A paired-samples t-test was adopted with a view to drawing a clear-cut distinction between the pre-test and post-test writing outcomes attained by a single group of participants (n=55). In this regard, a variety of research instruments were implemented such as the writing tests (i.e., pre-test, post-test), the writing strategy intervention, and the weekly out-of-class writing assignments (expository & argumentative essays). The results uncovered that the targeted EFL subjects did benefit from the conducted explicit metacognitive writing strategies (i.e., planning, monitoring, evaluating) instruction as they achieved tangible, developmental advancement in writing performance scores at post-testing. Hence, a wide range of strategic courses of action relative to L3 writing instruction and pedagogy within the higher education landscape are recommended, and a host of stark limitations regarding the study are offered.References
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