Table 7 MAWQ (Metacognitive Awareness Writing Questionnaire)

Writing in English makes me feel bad about myself.

()

()

()

()

()

I think writing in English is more difficult than reading, speaking, or listening in English.

()

()

()

()

()

I believe a successful writer is born not made.

()

()

()

()

()

Topic familiarity has a significant effect on one’s writing output.

()

()

()

()

()

A skillful writer is familiar with writing strategies (e.g., planning or revising the text).

()

()

()

()

()

At every stage of writing, a skillful writer avoids making error.

()

()

()

()

()

Dwelling on vocabulary items and grammar interferes with getting the message across.

()

()

()

()

()

Word by word translation from first language to English negatively affects one’s ability in writing.

()

()

()

()

()

I am aware of different types of text types in writing (e.g., expository, descriptive, narrative).

()

()

()

()

()

I know that the necessary components of an essay are introduction, body, and conclusion.

()

()

()

()

()

I am familiar with cohesive ties (e.g., therefore, as a result, firstly).

()

()

()

()

()

I know what a coherent piece of writing is.

()

()

()

()

()

I am good at writing topic sentences.

()

()

()

()

()

I know what to do at each stage of writing.

()

()

()

()

()

I find myself applying writing strategies with little difficulty.

()

()

()

()

()

I know how to develop an appropriate introduction, body, and conclusion for my essay.

()

()

()

()

()

I know when to use a writing strategy.

()

()

()

()

()

I know which writing strategy best serves the purpose I have in my mind.

()

()

()

()

()

I know what to do when the writing strategies I employ are not effective.

()

()

()

()

()

I know which problem in writing needs much more attention than others.

()

()

()

()

()

Before I start to write, I prepare an outline.

()

()

()

()

()

I have frequent false starts since I do not know how to begin.

()

()

()

()

()

Before I start to write, I find myself visualizing what I am going to write.

()

()

()

()

()

My initial planning is restricted to the language resources (e.g., vocabulary, grammar, expressions) I need to use in my essay.

()

()

()

()

()

I set goals and sub-goals before writing (e.g., to satisfy the teacher, to be able to write emails, to be a professional writer).

()

()

()

()

()

I find myself resorting to fixed sets of sentences I have in mind instead of creating novel sentences.

()

()

()

()

()

At every stage of writing, I use my background knowledge to create the content.

()

()

()

()

()

I mainly focus on conveying the main message rather than the details.

()

()

()

()

()

I automatically concentrate on both the content and the language of the text.

()

()

()

()

()

I can effectively manage the time allocated to writing.

()

()

()

()

()

I choose the right place and the right time in order to write.

()

()

()

()

()

I use avoidance strategies (e.g. when I do not know a certain vocabulary item or structure, I avoid it).

()

()

()

()

()

When I cannot write complicated sentences, I develop other simple ones.

()

()

()

()

()

After I finish writing, I edit the content of my paper.

()

()

()

()

()

If I do revision, I do it at the textual features of the text (e.g., vocabulary, grammar, spelling).

()

()

()

()

()

If I do revision, I do it at both textual and the content levels.

()

()

()

()

()