the effect of self-regulated strategy instruction on iranian efl learners' writing ability

This study explored the effect of teaching self-regulated strategy on the writing accuracy and cohesion of iranian efl learners. in so doing, this study followed the srs instruction model, using a transition word chart, examples, and a graphic organizer. to achieve the objectives, 50 intermediate iranian efl learners participated in this study. the design was experimental which used a proficiency, pretest-posttest and random sampling. the analyses of writing tests in the control and experimental groups revealed that srs instruction had a positive impact on the participants’ writing ability. the effect of srs instruction was significant on the participants’ writing accuracy and cohesion. the findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.