The Efficacy of Meta-Cognitive Strategies Instruction in Enhancing Saudi EFL Students’ Academic Writing

Abstract

The aim of the present study is to investigate the effect of meta-cognitive strategies instruction in enhancing the Saudi EFL students in their English academic writing quality. The study adopted a quasiexperimental research design. The sample of the study consisted of fifty female students majoring in English at Al-Baha University. They were divided into two groups: experimental group (N. 25) and control group (N. 25). Pre and post-tests were administered to evaluate the participants’ academic writing. A questionnaire survey was conducted to the experimental group to elicit their attitude towards the treatment. The findings of the study show that meta-cognitive strategies enhance students’ motivation to set their goals and plans through cooperative learning, which in turn assists in the improvement of their academic writing in English. The study concluded with recommendations in the light of the findings and suggested further studies that can be conducted on similar issues of concern.

Keywords

• Metacognitive Strategies
• Saudi EFL Students
• Academic Writing