10.57647/jals.2025.0501.10

The Effect of Blended Metacognitive Writing Strategy Instruction on the Writing Performance and Metacognitive Awareness of Iranian Advanced EFL Learners: Stated Attitude versus Actual Practice

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  • Mahedeh Moshirirad1,
  • Amir Marzban*1,
  • Shaban Najafi Karimi2,
  1. Department of English Language, Am. C., Islamic Azad University, Amol, Iran
  2. Department of English Language, QaS.C., Islamic Azad University, Qaemshahr, Iran

Received: 2025-06-12

Revised: 2025-08-21

Accepted: 2025-09-15

Published in Issue 2025-09-30

Copyright (c) 2025 Mahedeh Moshirirad, Amir Marzban, Shaban Najafi Karimi (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Moshirirad, M., Marzban, A., & Najafi Karimi, S. (2025). The Effect of Blended Metacognitive Writing Strategy Instruction on the Writing Performance and Metacognitive Awareness of Iranian Advanced EFL Learners: Stated Attitude versus Actual Practice. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.10
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Abstract

The present study examined the effect of blended metacognitive writing strategy instruction on academic writing performance and metacognitive awareness of Iranian advanced students within the three categories of complexity, accuracy, and fluency. In doing so, their stated attitude was compared with their actual practice. For this purpose, 60 advanced EFL students were assigned to two groups: experimental (n = 30) and control (n = 30). The experimental group received the blended metacognitive writing strategy instruction while the control group followed the conventional writing instruction. Results revealed that the experimental group outperformed the control group in terms of the academic writing performance and total metacognitive awareness scores. Besides, their stated attitude toward fluency and accuracy matched their actual performance in terms of writing fluency and accuracy. However, there was a mismatch between their stated positive attitude toward complexity and their actual writing complexity. Findings bear pedagogical implications for curriculum designers and material developers, which were reported at the end together with future lines of research in this regard.

Keywords

  • Attitude,
  • Blended writing instruction,
  • Metacognitive awareness,
  • Metacognitive strategy instruction,
  • Writing accuracy,
  • Writing complexity,
  • Writing fluency
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