A Suggested Model for Metacognitive Strategy Instruction in EFL Writing Classrooms

Abstract

Since its first appearance in the 1970s, the concept of ‘metacognition’ has received much scholarly attention. This study aims to examine metacognition as a process related to second language (L2) writing, and presents an attempt to teach metacognitive strategies to students to understand their effectiveness in developing writing skill. A blended learning technique has been adopted as a method through which to deliver instruction, as its nature allows learners to become engaged in the learning process which is essential in developing metacognition. The participants were 50 students studying English as a foreign language and they were divided into two groups: the experimental group received metacognitive instruction through blended learning; and the control group underwent traditional writing instruction. The instruments employed included a writing test, a questionnaire with self-report statements and an open-ended question (reflection). The findings showed an improvement in experimental students’ post-writing test and a general significant difference between them and the control group. Also, the students’ views about metacognitive instruction through blended learning were positive in general; hence, the instructional model presented to the students can be applied in L2 writing classrooms to develop students’ outcomes. Generally, metacognitive instruction through blended learning is beneficial in L2 classrooms.