An Empirical Study on English Writing Metacognitive Strategies for Non-English Major Undergraduates

EFL writing studies have witnessed rich investigations on metacognitive knowledge and metacognitive experience, whereas research probing metacognitive strategy instruction is still limited. This paper, through administering questionnaires, writing tests and intervention, examines the application of metacognitive strategies in writing among second-year non-English major undergraduates. The relationship between exploitation of those strategies and writing competence is analyzed, and positive effects of explicit instruction of metacognitive strategies on the participants are indentified