Quantitative survey reveals how metacognitive strategies enhance cognitive and affective strategies in undergraduates, suggesting important teaching implications.
Key Points
Metacognitive strategies significantly enhance various writing strategies among undergraduates, improving academic performance.
Affective and cognitive strategies received the highest average scores, reflecting their importance in academic writing processes.
Correlation analysis indicated strong relationships between metacognitive strategies and cognitive, effort regulation, and affective strategies.
This research highlights the potential for promoting learner autonomy and strategic thinking in academic writing instruction.