Effects of Meta-Cognitive Writing Strategies Training on EFL Learners' Writing Self-Efficacy and Their Perceptions of the Training: First-Year Jimma University Students in Focus

Abstract Problem: The aim of this study was to investigate the effects of meta-cognitive writing strategies training on English as Foreign Language Learners’ writing self-efficacy and their perceptions of the training: first-year Jimma University students in focus. Methods: The study used a quasi-experimental design. In addition, the study used a writing self-efficacy questionnaire and focus group discussion as data-gathering instruments. To analyze the data obtained through the writing self-efficacy questionnaire, an independent samples t-test and paired samples t-test were used, whereas, the data collected through the focus group discussion were analyzed qualitatively. Results: The independent samples t-test results demonstrated that the experimental group students had significantly changed their beliefs about their ability to execute writing tasks (t-value=4.648, p-value=0.000. Moreover, the paired samples t-test indicated that the experimental group students also significantly improved their writing self-efficacy (t-value≥-3.07, p-value=0.004). Likewise, the results of the focus group discussion showed that the students in the experimental group perceived the instruction positively. Conclusion: Overall, Meta-cognitive writing strategies are essential to develop different aspects of learners’ ability to write.