Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance

Abstract Learners’ metacognitive competencies play a vital role in affecting their learning outcomes, especially for language learners who need to write English as foreign (EFL). Much research has widely explored writers’ knowledge and strategies EFL contexts, yet the of experiences writing is underexplored. To fill this gap, we conducted study investigate effects student-writers’ on performance with reference complexity, accuracy, fluency. A total 435 student-writers at university were invited complete two tasks Writing Metacognitive Experiences Questionnaire (EFLLWMEQ). Findings structural equation modelling showed that estimates had significant positive effect lexical complexity fluency but negative accuracy. feelings positively related syntactic online also contributed The findings shed light theoretical pedagogical implications metacognition EFL.