A Study on the Influence of Metacognitive Strategies on EFL (English as a Foreign Language) Writing for College Students

EFL (English as a Foreign Language) writing is an important and difficult part of EFL learning for both learners and teachers. In recent years, a large number of studies have found that learning strategies have a direct and important influence on the English writing process and writing level. Metacognitive strategy as the highest level strategy in learning strategies is also an important factor affecting the level and effectiveness of EFL writing for college students. Therefore, this paper will attempt to explore the relationship between metacognitive strategies and EFL writing achievements. This study used quantitative research methods, using SPSS 22.0 software to statistically analyze the data and draw conclusions. The results show that: the metacognitive strategies of college students are at a medium level (M = 2.86); metacognitive strategies and all their sub-variables were significantly correlated with the EFL writing achievements (r = .665, p < .01); the four variables of the metacognitive strategy can significantly predict the writing performance of college students in EFL writing. In view of the conclusions, it is recommended that teachers should develop students' metacognitive strategies for writing in EFL writing teaching in the future.