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Writing strategies instruction have become one of the most talked-about topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a problem for learners. Cognitive and metacognitive strategies, as two writing strategies, have been widely researched over the past few decades. Among the substantial body of research investigating the effect of cognitive and metacognitive writing strategies, little attention has been given to the effect of cognitive and metacognitive strategies on content of the learners’ writing. This experimental investigation is conducted to explore how the cognitive and metacognitive writing strategies can affect the content of the Iranian intermediate learners’ writing. For this purpose, 75 intermediate learners were recruited to participate in this study. They were randomly assigned to three groups to form two experimental groups and one control group. Each of the cognitive and metacognitive groups was instructed by one of the cognitive and metacognitive strategies. The findings provide evidence that the intervention favor the experimental groups’ learners to create a better content for their writing. The results of this study also indicate that there was significant relationship between cognitive and metacognitive groups. In other words, the metacognitive group outperformed the cognitive one in content of the writing. The implication of this study is to indicate which of the cognitive and metacognitive strategies are most likely to be instructed to students.

The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing