USING METACOGNITIVE WRITING STRATEGIES: A CASE STUDY OF SECOND-YEAR ENGLISH LANGUAGE STUDENTS, HANOI UNIVERSITY OF INDUSTRY
Keywords:
Metacognitive writing strategies; planning; monitoring; regulating; evaluating; English writing skills.
Abstract
This study aims to investigate the frequency of using metacognitive writing strategies among
second-year English majors at Hanoi University of Industry across stages. The research employed a mixedmethods approach. The results indicate that students use metacognitive writing strategies at a moderate
frequency, with significant variation across different stages of the writing process. To be more specific, when
practicing English writing, students primarily focused on the planning stage, followed by regulating and
evaluating, while paying little attention to monitoring during the writing process. Additionally, the study
proposed solutions to help students use metacognitive writing strategies more effectively.
