From Strategy to Success: How Metacognitive Writing Practices and Communication Willingness Influence ESL Writing Performance

Abstract

English as a Second Language (ESL) learners in Pakistan encounter numerous challenges in writing performance, largely due to limited exposure to English beyond the classroom and inadequate opportunities to build strong writing skills. To address this problem, this study addressed the relationship between metacognitive writing strategies (i.e., planning and monitoring), willingness to communicate (WTC) and writing performance. Although previous studies addressed the relationship between metacognitive writing strategies and writing performance, however, the mediating role of WTC was not addressed. This was achieved by using quantitative study involving a questionnaire survey. Seven hundred (700) questionnaires were distributed among ESL leaners in various universities of Pakistan and three hundred and twenty-five (325) valid questionnaires were returned. Results of Structural Equation Modeling (SEM) identified the positive contribution of planning and monitoring to WTC which further led to the promotion of writing performance. These results are helpful for universities to enhance students writing performance by promoting metacognitive writing strategies.