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<p style="text-align:justify;">The present research investigates&nbsp;the effect of self-regulatory strategy instruction on Iranian EFL learners’&nbsp;metadiscoursal writing abilities. To this purpose, 50 Iranian EFL intermediate&nbsp;learners were all native speakers of the Persian language learning the English&nbsp;language in an institute were selected via convenience random sampling.&nbsp;Self-regulated Strategies Intervention and Metadiscoursal writing pretest and&nbsp;post-test were the research instruments employed to collect the data. Because&nbsp;of the circumstance of Covid-19, the instructor made a new WhatsApp group apart&nbsp;from the virtual group, namely Adobe Connect, to make contact with the&nbsp;students. The learners were required to take a metadiscoursal writing pretest.&nbsp;After passing six sessions, intervention through self-regulated strategies was&nbsp;taught, and the participants were required to follow the guidelines. The&nbsp;instructor checked every single learner’s progress. Ultimately, they took a&nbsp;post-test. The findings revealed that the self-regulatory strategy significantly&nbsp;impacted Iranian EFL learners’ metadiscoursal writing skills. In conclusion,&nbsp;the results indicated that it could be suitable for teachers to gain more&nbsp;information regarding the self-regulated strategy and utilize it, where&nbsp;necessary, for its positive results.</p>

Investigating the Effect of Self-regulatory Strategy Development on Iranian EFL Learners’ Metadiscoursal Writing Skill

Original Research 

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