Effectiveness of metacognitive strategies for improving writing skills: a systematic review and meta-analysis of experimental and quasi-experimental studies

The aim of this meta-analysis is to examine the effectiveness of metacognitive strategies for improving writing. With this in mind, twenty experimental and quasi-experimental studies, with a combined sample size of 3,343 participants, were analyzed. The mean standardized effect size of these studies is 0.48 (95% CI: 0.35-0.61), and all studies included in this meta-analysis show positive effects, confirming the effectiveness of the interventions described. The observed heterogeneity (I² = 61%) indicates that the effect varies according to multiple factors, including the study’s methodological framework, the country/region in which the study was conducted, and participants’ educational level. Experimental studies display the largest and most consistent effects, whereas quasi-experimental studies show the greatest variability. It was also evident that these metacognitive strategies are effective in both developed and developing countries, but the effect is more pronounced in innovative instructional settings, especially when educational technologies are used. The meta-analysis also suggests that the educational context and culture are important for implementing this type of strategy. Although the results are solid, it is emphasised that there is a need to improve the methodological quality of the studies and further explore how metacognitive strategies affect technology-related dimensions.