Effects of Individual and Group Metacognitive Prompts on Tertiary-Level Students’ Metacognitive Awareness and Writing Outcomes

Recent research has highlighted the value of incorporating metacognitive prompts into cooperative learning. This study explores effects presence or absence in group individual learning on awareness and EFL writing outcomes. A total 170 university students were assigned to one four treatment conditions: collaborative with (COOP + META), without (COOP), (INDI (INDI). After treatment, learners exposed a setting outperformed other groups writing. Multiple regression analysis also showed that enhanced significantly predicted English Results revealed regulation was more significant predictor outcome. These findings highlight importance within settings.