The effect of using metacognitive, social, and affective strategies on the achievement level of Persian language learners in writing skill

Language learning strategies are conscious efforts that students use to improve language learning. In fact, in the field of language teaching, learning strategies help learners to acquire, store, recall, and eventually use information. Thus, the learners’ and teachers' awareness of the role of strategies in accelerating the learning process and improving its effectiveness is very important. This study examined the effect of metacognitive, social, and affective strategies on the achievement levelof Persian language learners in writing skill. The research sample consisted of 42 male and female Arabic-speaking learners of Persian who were at the age range of 18-20 years and had enrolled in advanced Persian language course in the fall semester of 2016. Oxford’s (1990) Language Learning Strategies Questionnaire was used to measure the learners’ strategy use and the learners’ scores in the writing course were used as a measure of achievement in writing skill. The Kolmogorov-Smirnov test, Pearson correlation, and regression analyses were used to examine the hypotheses. The results of the Pearson correlation analysis showed that there was a significant positive relationship between the use of metacognitive strategies and success in writing skill. However, no significant positive relationship between the use of social and affective strategies and success in writing skill was detected. Regression analysis showed that metacognitive strategy use made significant unique contribution to writing scores. That is, the more the use of metacognitive strategies the more the writing score. Finally, suggestions for teaching strategies in the classroom were presented.