Investigating the impact of a standards-based checklist on EFL student writers’ metacognitive strategy use and writing performance

This study investigates the impact of a standards-based checklist, designed as metacognitive support, on the metacognitive strategy use and writing performance of English as a Foreign Language (EFL) student writers. A total of 182 Chinese university EFL learners participated in the study, with 89 students in the experimental group receiving a checklist based on the China’s Standards of English Language Ability (CSE) metacognitive descriptors during their writing course, while the control group (n = 93) did not receive such support. Adopting a pretest-posttest design, quantitative data were gathered through a metacognitive strategy use questionnaire to assess students’ perceived strategy use. Additionally, qualitative data from screen recordings and written accounts were analyzed to examine students’ actual metacognitive strategy use. Writing tests were employed to measure students’ overall writing quality, as well as specific aspects such as fluency, complexity, and accuracy. The results indicated that the CSE-based checklist had a noticeable effect on both perceived and actual metacognitive strategy use. Furthermore, the presence of metacognitive support led to significant improvements in overall writing quality and accuracy, although its influence on writing fluency and complexity was less pronounced. The study concludes that the CSE-based checklist serves as an effective pedagogical tool for enhancing both the metacognitive and writing development of EFL learners.