The Metacognitive Basis of Writing Strategies Used by English as a Foreign Language Students

Abstract

Recognizing that metacognition—the ability to monitor, understand, and regulate one′s thinking—is critical in the writing process, this study explored the metacognitive strategies (MCS) employed by undergraduate English majors of varying skill levels studying English composition in Thailand. Through qualitative analysis, the study investigated the specific types of MCS students utilize when writing in English and examined how they are applied throughout the writing process. Findings indicated that writers employ various strategies linked to their proficiency. Skilled writers effectively utilized MCS, whereas those with average or lower proficiency exhibited varying levels of ability and limitations. Additionally, variations linked to proficiency were observed in how participants employed MCS to plan, monitor, and refine their writing, including consulting external resources, simplifying ideas, and drawing on their L1. In line with this, it is recommended that teachers at all levels prioritize strategy instruction. It is also hoped that these findings will offer practical and theoretical insights for pedagogy and future research in this area.