Metacognitive writing strategies in academic writing : the path to enhance autonomy and to become expert writers by Díaz, Gisela

“…In order to accomplish these purposes, a quasi-experimental design was adopted following a single group pre-test + post-test + delayed post test design; and data were collected by means of self-report questionnaires, diary entry tasks, a survey, and writing tests. Findings show that at post instruction the participants began employing a greater number of Planning, Monitoring, and Evaluating strategies, and they were able to focus on both global and local writing features when monitoring and evaluating their compositions. …”
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