Innovative Metacognitive Approaches to Enhance Paragraph Writing Skills in EFL Higher Education

Abstract

Purpose: The purpose of this study was to explore the construction of metacognitive strategy instruction in teaching paragraph writing and to assess its impact on student writing performance. The study aimed to investigate how metacognitive strategies can be integrated into instructional design to improve student writing skills.

Methodology: The study employed a mixed-method approach, which included several stages. These stages were initial discussion, theme guidance, leveraging prior knowledge, and independent work. This approach allowed the researchers to gather both qualitative and quantitative data on the effectiveness of metacognitive strategy instruction.

Results: The results of the study were promising. The data showed that 80% of students demonstrated effective preparation, and 100% adhered to instructional guidance. Moreover, 70% of students achieved scores above 70 on the SMART rubric, indicating a significant enhancement of their writing skills. Additionally, student feedback indicated improved writing efficiency, increased confidence, and the ability to self-regulate their writing processes.

Conclusion: In conclusion, the study highlights the importance of metacognitive strategies in fostering independent and critical thinking in writing. The findings suggest that the instructional design incorporating metacognitive strategies can significantly improve student writing performance and enhance their writing skills. This study provides a robust framework for instructional design in EFL contexts, emphasizing the value of metacognitive strategies in writing instruction.