Enhancing Writing Pedagogy: An Exploration of Metacognitive Awareness Raising Strategies on Creativity and Critical Thinking in Writing Courses

Abstract

Research has highlighted the importance of metacognitive awareness raising in English classrooms, yet the role of this strategy on creativity and critical thinking levels of L2 learners in writing courses remains underexplored. Addressing this gap, the current study delved into the influence of metacognitive awareness raising strategy on EFL learners’ creativity and critical thinking levels while completing a writing course. To this end, a sample of 56 intermediate EFL learners from a private language institute in Tabriz, Iran, was selected based on the convenience sampling. Data collection tools included the Oxford quick placement test, creativity scale, and critical thinking questionnaire. Participants experienced two instructional approaches: metacognitive awareness instruction and traditional writing instruction. Analyzing the data using independent samples t-tests and Mann Whitney U test indicated that learners exposed to the metacognitive awareness raising strategy showcased superior outcomes in both creativity and critical thinking compared to their counterparts in the control group. Overall, the study underscores the benefits of metacognitive strategies to enhance EFL learners’ creativity and critical thinking levels as fundamental to writing skill. The pedagogical implications are discussed.