Self-regulated Learning, Metacognitive Awareness, and Argumentative writing

A Structural Equation Modeling Approach

  • Mohammad Amini Farsani Tehran University
  • Esmaeel Abdollahzadeh Tehran University
  • Maryam Beikmohammadi Tehran University


The current study examined the relationships among self-regulated learning, metacognitive awareness, and EFL learners’ performance in argumentative writing. We collected data through two questionnaires (i.e., Motivated Strategies for Learning Questionnaire (MSLQ); Metacognitive Awareness Inventory (MAI)), and an argumentative writing task administered to 250 Iranian graduate students of TEFL in 11 universities across Iran. Using LISREL version 8.8, we ran structural equation modeling (SEM) to analyze the hypothesized relationships. The results revealed that although the SEM enjoyed a good fit on the hypothesized relationships among selfregulated learning, metacognitive awareness, and argumentative writing, the significant influence of metacognitive awareness and self-regulated learning on students’ argumentative writing performance could not be postulated. Finally, the pedagogical implications for writing instruction and research are discussed.

Author Biographies

Mohammad Amini Farsani, Tehran University

Mohammad Amini Farsani is an assistant professor of Applied Linguistics at Iran University of Science and Technology. His main areas of interest are research synthesis, mixed methods research, argumentative writing, and grit in L2. He has recently published in the journals of Applied Linguistics, Argumentation, Mixed Methods Research, and Reading Matrix research.

Esmaeel Abdollahzadeh, Tehran University

Esmaeel Abdollahzadeh is an associate professor teaching Applied Linguistics, ESP, and academic writing. He has presented and published nationally and internationally on issues in academic reading and writing, discourse analysis, and language learning strategies.

Maryam Beikmohammadi, Tehran University

Maryam Beikmohammadi is a PhD holder in Applied Linguistics at Tehran University. Her main areas of research are learning-oriented assessment and argumentation. She has published in TESL-EJ and Argumentation journals.


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How to Cite
Amini Farsani, M., Abdollahzadeh, E., & Beikmohammadi, M. (2019). Self-regulated Learning, Metacognitive Awareness, and Argumentative writing. Writing & Pedagogy, 11(2), 195-222.
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