Describing the Effect of Portfolios on Iranian EFL Learners’ Use of Metacognitive Strategies in Writing Skill

Abstract

The significance of metacognitive strategies in enhancing second language (L2) writing proficiency is well established. This study explored the impact of portfolio-based instruction on the application of metacognitive strategies in writing among Iranian learners of English to provide them learning opportunities to improve the education quality. A total of 50 intermediate-level female students were randomly divided into an experimental group and a control group. To assess their use of metacognitive strategies in writing, participants completed a questionnaire. During the intervention, the experimental group received explicit instruction on metacognitive writing strategies through the portfolio process, which involved revising their compositions based on feedback. In contrast, the control group underwent a similar instructional process but without the revision component. Data were analyzed using a one-way ANCOVA test. The findings revealed that (a) portfolio-based strategy instruction had a significant positive effect on learners' metacognitive strategy use in writing, and (b) learners' overall writing performance improved due to the strategy training. These results further support the effectiveness of strategy instruction, particularly when incorporated into classroom portfolio activities.