Investigating The Relationship Between Metacognitive Learning Strategy Use And Efl Learners’ Writing Achievement: The Case Of Second Year Efl Learners At M’silauniversity

Résumé: Abstract This research “Investigating the Relationship between Metacognitive Learning Strategy Use and EFL learners’ Writing Achievement” aims at investigating the awareness and use of MLSs among second year EFL students at M’sila University in relation to writing. This study also investigates the common MLSs used by skilled and less-skilled writers. In this descriptive study, two data gathering tools were used: a questionnaire to investigate second year students MLSs awareness and use in relation to writing skill, and paragraph writing test to investigate MLSs use of both skilled and less-skilled students writers. The data obtained from the research tools were analyzed quantitatively and qualitatively. The findings show that second year EFL students at M’sila University used all MLSs respectively; however, not all of them were aware of the MLSs used in writing. The results also indicate that there is a difference on the use of MLSs between skilled and less-skilled writers. Unlike less-skilled writers, skilled writers highly use MLSs during composing their paragraphs. They mostly preferred to use planning strategy, while monitoring is remarked to be the most frequently used strategy among less- skilled writers. The current research aims to help both teachers and student by raising their awareness to the importance of MLSs in improving the students’ writingperformance.

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