Saudi University Learners’ Metacognitive Abilities and Writing Performance

Abstract

Metacognitive knowledge, knowledge about knowledge, was found to have a positive effect on learners’ performance, self-regulation, and academic success (Hartman, 2001; Wenden, 2001 & McCormick, 2013). However, little research has been done about the use of metacognitive knowledge and strategies applied in EFL writing in a Saudi context. The present study investigated the university learners’ metacognitive abilities in relation to writing including other variables like learners’ educational background and years of studying English. The study examined the correlation between the learners’ metacognitive abilities and their writing performance affected by their metacognitive knowledge and its regulation. Data were collected using a modified version of the Metacognitive Components of Planning Writing Self-inventory developed by Escorcia and Gimenes (2020) to analyze the learners’ metacognitive writing strategies. The survey consisted of three factors, metacognitive conditional knowledge, covert self-regulation, and environmental self- regulation. Participants were 190 female learners, first-year students studying English in a comprehensive program including writing at the University of Jeddah. Learners were asked to complete the survey adapted by the end of their course. The level of metacognition was checked for its effect on learners’ writing through Linear Regression. Findings indicate a positive significant correlation between the learners’ metacognitive conditional knowledge and writing performance. Also, a significant impact was predicted on learners’ writing performance. However, findings also specify a negative correlation between environmental self-regulation and learners’ writing performance. Additionally, the ‘years of studying English’ highly correlate with the learners’ metacognitive abilities, unlike learners’ educational background.