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Investigating the Influence of Metacognitive Strategies on all Strategies in Academic Writing

Author

Listed:
  • Siti Aishah Taib

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang)

  • Noor Shahariah Saleh

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban)

  • Nadzrah Sa'adan

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang)

  • Nur Amirah Nabihah Zainal Abidin

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban)

  • Fatin Aliyah Hassan

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban)

  • Ruhil Nadiah Abu Bakar

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban)

Abstract

This study investigates the influence of metacognitive strategies on other writing strategies (effort regulation, cognitive, social, and affective strategies) in academic writing among undergraduates. Rooted in Social Cognitive Theory (SCT), the study aims to explore learners’ perceptions of their strategic use during the writing process. A quantitative survey design was adopted, with 105 undergraduate students responding to a 28-item instrument adapted from Raoofi et al. (2017). The survey was administered online using a 5-point Likert scale and achieved high reliability (α = .935). Findings revealed that learners moderately used all strategies, with the highest mean scores observed for affective and cognitive strategies. Correlation analysis showed a strong positive relationship between metacognitive strategies and cognitive (r = .692, p < .01), effort regulation (r = .635, p < .01), and affective strategies (r = .587, p < .01), while a moderate correlation was found with social strategies (r = .342, p < .01). These results suggest that metacognitive awareness significantly supports the use of various strategies in academic writing. The findings offer pedagogical implications for fostering strategic thinking and learner autonomy in writing instruction.

Suggested Citation

  • Siti Aishah Taib & Noor Shahariah Saleh & Nadzrah Sa'adan & Nur Amirah Nabihah Zainal Abidin & Fatin Aliyah Hassan & Ruhil Nadiah Abu Bakar, 2025. "Investigating the Influence of Metacognitive Strategies on all Strategies in Academic Writing," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 6026-6040, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:6026-6040
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    References listed on IDEAS

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    1. Ai-hua Chen, 2022. "The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development," English Language Teaching, Canadian Center of Science and Education, vol. 15(3), pages 1-29, March.
    2. Guangrong Huang & Rafizah Rawian, 2025. "Metacognitive Factors Affecting English as a Foreign Language (EFL) Student-writers' Academic Writing Performance," World Journal of English Language, Sciedu Press, vol. 15(5), pages 1-90, September.
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