The Effectiveness of Metacognitive Strategies for Improving Writing Skills: A Systematic Review and Meta-Analysis of Experimental and Quasi-Experimental Studies

López-Chumbe M.; Marcano B.; Roque-Roca N.; Huapaya-Frías L.M. · Journal of Educational and Social Research (2026) · DOI: 10.36941/jesr-2026-0373

Resumen

This meta-analysis examines the effectiveness of metacognitive strategies for improving writing skills. Seventeen experimental and quasi-experimental studies (N = 2797) were synthesised using a random-effects model, after verifying each extracted value against the full text of each primary study. The pooled standardised mean difference was 0.95 (95% CI: 0.65–1.25), with substantial heterogeneity (I2 = 91%) and a 95% prediction interval ranging from -0.32 to 2.22. A sensitivity analysis that excluded two extreme effect sizes yielded a more conservative estimate of 0.69 (95% CI: 0.47–0.91; I2 = 82%). Geographical context played a prominent role: interventions carried out in emerging countries had a larger effect than those conducted in developed countries (1.35 versus 0.30; p < 0.0001). The difference remained significant after excluding the outliers (0.98 versus 0.30; p < 0.0001). Study design, educational level and technological mediation showed no statistically significant differences. Egger's test (p = 0.005) and the trim-and-fill adjustment (adjusted estimate of 0.55) indicated small-study effects, meaning that the true average effect may be smaller than the pooled effect. Overall, the effect of metacognitive strategies on writing was found to be positive but with a high degree of variability. On the basis of the findings of this study, incorporating metacognitive strategies into prompts and instructions for English as a foreign language (EFL) writing has potential value, underscoring the importance of conducting randomised trials that account for clustering, the use of active comparators and the integration of common outcome measures.

Instituciones: Universidad Tecnológica del Perú