Metacognitive Writing Strategies: Navigating the Writing Process of Secondary School Students

Abstract

This study explored the metacognitive strategies employed by secondary school students and how it impacted their writing process. Utilizing qualitative methods, the research investigated the metacognitive writing strategies used by the students to elevate the quality of their writing composition. The study involved ten secondary school students from Optaciano Hilay National High School in Tugbok, Davao City. The participants were chosen based on the following criteria: must be enrolled grade 10 students, be academic achievers, have employed writing strategies, and be willing to participate in the study. The findings revealed three emerging experience themes: time management, lack of resources and support, and grammar and syntax issues. Meanwhile, the emerging themes for coping mechanisms include goal setting, self-reflection, and checking grammar and mechanics. The language education and teaching values drawn from the study discuss the importance of effectively using feedback, understanding your personal writing style, and how it increases the students’ self-awareness. Metacognitive writing strategies enable students to understand their mental processes better, allowing them to reflect on and refine their writing. Moreover, the employed strategy in writing was crucial as it transformed the process from a chaotic endeavor into a structured, purposeful activity. Metacognitive writing strategies allowed writers to plan their approach, set clear objectives, and manage their time effectively, ensuring that each stage of the writing process, from brainstorming to final revisions, was thoughtfully executed.