| Given students of relatively equal intelligence and academic achievement, a number of second language learners succeed as second language writers, while others do not. The present qualitative study attempted to discover the characteristics of the unsuccessful second language writer. As much research has indicated that success in L2 learning may be based on the use of metacognitive strategies, this study focused on the metacognitive strategies used by the writer, as well as particular aspects of the individual learner, which might influence the use of these strategies.; Four participants, all of whom were matriculated in a two-year college program, were used as the participants of this study. Questionnaires, think-aloud protocol and interviews were employed to gather information about the metacognitive strategy use and the metacognitive knowledge of the participants.; This investigation was guided by four research questions. The first was what are the learners' beliefs and attitudes towards the L2 writing experience? The second was what metacognitive strategies do these L2 writers say they use during the writing process? Third, what metacognitive strategies are the learners actually applying to planning and writing their first draft? Lastly, how does the learners' person knowledge affect the application of metacognitive strategies.; It was found that, contrary to past research findings, these unsuccessful second language writers did in fact employ many strategies deemed necessary for good writing; however, quality and effectiveness of their application influenced their success in writing. Teaching second language writers to attend to strategies for monitoring and evaluating their written outcome is important. However, the second language writers' person knowledge (Flavell 1979), such as self-concept, self-assessment, anxiety, and self-confidence, also influence their performance and use of metacognitive strategies. Preconceived notions about what writers do were found to hinder the effective application of metacognitive strategies. Simply possessing a repertoire of metacognitive strategies was not enough for the L2 writer to complete a task effectively; but the ability to mobilize the strategies was key.; As a result of this study, several suggestions for second language writing educators have been developed. This information can assist the second language teacher to create an atmosphere conducive to learning. The findings can also aid the second language teacher to design tasks that can heighten the learners' use of strategies and their ability to be reflective writers. |
