A Study of Metacognitive Strategy Knowledge in Writing of University Students

Abstract

<> Various studies about metacognitive strategies yield significant findings about the importance of the ability to regulate one's knowledge in writing. This qualitative study may contribute to show how students perceive writing in English and to ascertain their knowledge of metacognitive strategies. The data were collected through a writing task and a semi-structured interview of twenty-two English specialized University students who are in their final semester. The data were interpreted using the thematic analysis approach. The result revealed that most of the participants have showed that metacognitive strategies employed in planning and monitoring stages are aside from few different techniques. It was also evident that more strategies were utilized by proficient writers compared to their counterparts especially in planning. While in evaluating stage, all participants expressed similar strategies.