The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Abstract

Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of cognitive and metacognitive strategies on primary learners are somewhat rare. Therefore, the focus of this paper is to provide an experimental investigation to explore the effect of cognitive and metacognitive writing strategies on Iranian elementary learners’ writing. To this end, 75 elementary learners were recruited to participate in this study. The findings show that the intervention achieved a significant treatment effect on both experimental groups including cognitive and metacognitive writing strategies groups. Furthermore, it was found that the metacognitive group outperformed the cognitive one.