A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers

INTRODUCTION: This study—drawing upon data from a questionnaire—examined 503 Chinese university students’ metacognitive strategies in writing (MSW). The focus was on Chinese student writers who are learning English as a foreign language (EFL). METHODS: The examination was conducted through a survey on MSW and a writing test administered at the end of the semester. We employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for data analysis. Multiple regression analysis was also adopted for understanding the predictive effects of strategies on writing performance. RESULTS: The findings provided validity to MSW, including person, task, strategies, planning, monitoring, and evaluating. The different components of MSW were reported to significantly affect the participants’ writing performance. The findings highlight that EFL student writers were aware of metacognitive writing strategies. The MSW survey could be used to assess EFL students’ metacognitive writing strategies and develop curricula in writing strategy training. CONCLUSION: Writing instruction can direct learners’ ability to acquire metacognitive writing strategies, particularly those of planning, monitoring, and evaluating, to build their awareness as agents in EFL writing. Relevant pedagogical implications are discussed.