Thinking about Thinking: Exploring ESL Learners’ Attitudes and Beliefs Regarding Metacognitive Strategies in Writing

Abstract

The study highlights the importance of metacognitive strategies to attain English writing proficiency. It aims to explore the attitudes and beliefs of tertiary students towards using metacognitive learning strategies to improve their English writing in Baluchistan, Pakistan..

The research employed a qualitative method based on semi-structured interview from the students who had been through the metacognitive strategic intervention. The qualitative data was analysed using Flowers’ and Hayes (1980) theory as a guide, by making themes.

The qualitative results indicated that the students have a positive attitude towards learning strategies and belief that it is supportive for students to focus more on metacognitive strategies which help them to write efficiently. This poses an argument that the teachers can use this metacognitive strategy in teaching to help students improve their writing skills.