The Impact of Meta-Cognitive Writing Strategies Usage on the Writing Performance Among Kazakhstani Secondary School Students

  • Kheiriya Delovarova, Gulnara Kassymova, Saule Tulepova, Toty Aitzhan


The purpose of the research reported in the article is to assess the effectiveness of the use of meta-cognitive writing strategies in enhancing the writing skills of students of trilingual secondary school. It took place among students of one of the school-gymnasiums in Almaty city, Kazakhstan where schoolchildren showed a low level of academic performance in writing skills and lack of interest and enthusiasm when performing written assignments in English. The action research was used as a design of the study, as it was planned to implement the strategy-based instruction, proposing the development of self-regulation of learning through the use of meta-cognition to assist learners in identifying and using strategies to facilitate foreign language learning. Students were divided into an experimental group, which underwent strategy training, and a control group, which followed the typical English language programme. Strategy use and academic performance in writing in both groups were evaluated through pre- and post-test writing assignments completed on special writing sheets to capture the writing strategies and stimulated interviews immediately following the writing assignments. The results indicated that after the completion of the intervention programme, the experimental group showed significant improvement in strategy use and, as a result, in writing performance. Conclusions of the present study confirm the effectiveness of learning strategies and emphasize the importance of an individual and strategic approach to the selection of suitable writing strategies in terms of content and purpose of the writing assignment.