THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND SELF-REGULATION ON STUDENTS’ WRITING PERFORMANCE OF UNDERGRADUATE EFL STUDENTS AT UIN SALATIGA IN THE ACADEMIC YEAR 2024/2025

, Lana Choerotun Hisan (2025) THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND SELF-REGULATION ON STUDENTS’ WRITING PERFORMANCE OF UNDERGRADUATE EFL STUDENTS AT UIN SALATIGA IN THE ACADEMIC YEAR 2024/2025. Other thesis, IAIN SALATIGA.

	Text Lana Choerotun Hisan - 12050230002.pdf Download (1MB)
	Text Lana Choerotun Hisan - 12050230002.pdf Download (1MB)
	Text Lana Choerotun Hisan - 12050230002.pdf Download (1MB)

Abstract

This study investigates the correlation and contribution of metacognitive awareness and self-regulation to students’ writing performance among EFL undergraduate students at UIN Salatiga in the academic year 2024/2025. Writing is considered one of the most complex skills in English learning, requiring not only linguistic competence but also cognitive and self-regulatory abilities. This quantitative study employed a correlational and multiple linear regression design. The population consisted of fourth-semester students of the English Education Department, with a total sample of 38 participants selected through purposive sampling. The instruments used were the Metacognitive Awareness Writing Questionnaire (MAWQ), Self-Regulation Writing Questionnaire (SRWQ), and a writing performance test. Data were analyzed using SPSS 25, including normality, linearity, correlation, and multiple regression tests. The results revealed a significant correlation between metacognitive awareness and writing performance, as well as between self-regulation and writing performance. However, the correlation between metacognitive awareness and writing performance was negative and significant, while self-regulation showed a positive but non-significant correlation. The multiple regression analysis indicated that metacognitive awareness and self-regulation simultaneously contributed significantly to students’ writing performance (Sig. = 0.000 < 0.05). In conclusion, both metacognitive awareness and self-regulation play essential roles in shaping students’ writing outcomes. Students with higher metacognitive awareness tend to engage more in planning and monitoring but may experience overcontrol, whereas self-regulated learners display persistence and autonomy that support better writing achievement. The findings provide empirical insights into cognitive and behavioral factors that influence EFL writing performance. Keywords: Metacognitive Awareness, Self-Regulation, Writing performance, EFL students

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