The integration between metacognitive writing strategies and willingness to write: A way to expediate writing performance of Pakistani ESL learners a mixed-methods approach

The prime objective of this study is to investigate the role of metacognitive writing strategies (MWS) in writing performance through the mediating role of willingness to write (WTW) among Pakistani English as a Second Language (ESL) learners. This study used a mixed-methods research design in which quantitative and qualitative methods are employed to achieve the research objective. In quantitative phase, questionnaire survey was employed to collect data from the respondents. Population of the study is the public universities in South Punjab, Pakistan. Questionnaires were distributed among the students of Bachelor of Science (BS) English among selected public universities by using stratified random sampling. 145 valid responses were received, and data analysis was carried out by using Partial Least Square-Structural Equation Modeling (PLS-SEM). In qualitative phase, semi-structured interviews were conducted to collect qualitative data. It is revealed that MWS have an influential role in writing performance. Furthermore, the presence of WTW is vital to get maximum benefit from MWS. Hence, the combination between MWS and WTW is crucial to increase writing performance of Pakistani ESL learners of English among public universities. This study has key contribution to the theory of metacognition by adding WTW. Findings provided valuable insights for universities to develop various strategies for Pakistani ESL learners. •Study investigated the role of metacognitive writing strategies (MWS) in writing performance.•A mixed-methods research design in which quantitative and qualitative methods are employed.•145 valid responses were received, and data analysis was carried out by using PLS-SEM.•Metacognitive writing strategies (MWS) has positive effect on writing performance.•Willingness to write (WTW) is crucial to increase writing performance of Pakistani ESL learners.