The Relationship between Cognitive and Metacognitive Strategy Use and EFL Writing Test Performance

This paper tried to investigate the relationship between cognitive and metacognitive strategy use and EFL writing test performance. For the purpose of this study, 40 EFL students were chosen. First, those participants whose scores were 1 standard deviation above and 1 standard deviation below the mean were chosen, and then they were divided into three groups. Cognitive and meta-cognitive questionnaire and a final writing test were used as the instrumentations of this study. Analyses of the data revealed that there was a difference between the cognitive and metacognitive strategy. Correlation with cognitive strategies and writing test was 0.53 and insignificant, while correlation with the metacognitive strategy and writing test was 0.60. Showing significant relationships, the findings of the present study can entail some implications in promoting the meta-cognitive strategies by teachers to have better improvement in writing skill.