Résumé:
Foreign language learning has witnessed a growing interest in learners’ mental processes. Relevant to such a scope, the current research aimed to investigate the relationship between the use of metacognitive writing strategies and third year license EFL students’ writing performance. Accordingly, it was hypothesized that there is a positive correlation between third year EFL learners’ awareness and use of metacognitive strategies and the quality of their writing composition. Given its descriptive delineation, the present study adopted a quantitative research approach using two data collection instruments, namely, a questionnaire and a written expression examination, during the second semester of the academic year 2022/2023. The questionnaires were randomly handed to 50 out of 240 third year license students at the Department of English, University of Jijel. The findings revealed that most students used both metacognitive knowledge and metacognitive strategies. However, there was a variance in the types among individuals themselves, and among good and poor writers as two separate categories
