Students’ Knowledge of Metacognitive Strategies and Use of Technology in their Writing Skills
Abstract
This study investigated students' knowledge of writing strategies and their use of technological tools, and explored how digital proficiency influences students' ability to plan, monitor, and evaluate their writing. Using experimental research design, a sample of 40 higher secondary school students was taken for collection of data. The study found that students demonstrated an awareness of key metacognitive strategies, the findings reveal a significant gap in their use of digital tools, such as word processing software, collaborative platforms, and referencing tools. This disconnect suggests that students limited digital literacy may hinder their full engagement with effective writing practices. The study highlights the need for targeted educational interventions to enhance both digital and metacognitive skills, with the aim of improving writing outcomes in ESL learners. The paper concludes with recommendations for integrating technology into writing instruction to foster more strategic and reflective writing behaviors.
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