Abstract
In language learning, there are four skills that a learner must master to be proficient in the language and one of the skills that is hardest to master is writing skills. Being aware of your thinking during writing is beneficial for the learner. This study aimed to investigate the students’ perception of Metacognitive Awareness (MA) in writing. This study employed a quantitative research design which utilised a questionnaire. The questionnaire used is the Metacognitive Awareness Inventory that was developed by Schraw and Dennison. The findings from the questionnaire discovered that ASASI students’ perspective towards Debugging strategies has the highest influence in their writing performances. The overall results indicated that MA had a positive effect on the ASASI students’ writing performances and that they perceived Debugging Strategies to be the most crucial subscale in MAI. The findings from the study are beneficial towards lecturers who teach MUET and students who will be sitting for MUET.
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