Metacognitive Writing Strategies Used by Omani Grade Twelve Students

Ibtisam Sultan Al Moqbali, Salma Al Humaidi*, Abdo Al Mekhlafi, Maher Abu Hilal

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
18 Downloads (Pure)


The current study investigated the extent to which
metacognitive writing strategies are used by Omani EFL (English as a
Foreign Language) grade twelve students. It also explored if there is a
significant relationship between grade 12 students' use of metacognitive
writing strategies and their language performance. Besides, it examined
gender differences in the use of these strategies. The sample of the study
was 263 Omani EFL grade twelve students from Batinah North
Governorate in the academic year 2018/2019. Metacognitive Strategies of
Writing Survey (MSWS) and semi-structured interviews were used to
collect data. The results of the study revealed that students use the three
types of metacognitive writing strategies; planning, monitoring and
evaluating at high frequencies. However, the findings revealed no
significant relationship between students' use of the three types of
metacognitive strategies and their language performance. Moreover,
students differ in terms of gender in using metacognitive writing
strategies. Female students tend to use more metacognitive strategies in
writing compared to male students. In light of these findings,
implications for practice and future studies have been recommended.
Original languageEnglish
Pages (from-to)214-232
Number of pages19
JournalInternational Journal of Learning, Teaching and Educational Research
Issue number8
Publication statusPublished - Aug 2020


  • Language performance
  • Metacognitive strategies
  • Oman
  • Writing

ASJC Scopus subject areas

  • Education


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