One of the most problematic areas for foreign language learning is writing. Writing is the most sophisticated and complex achievement of the language system (Lerner, 1997). Writing requires the activation and coordination of orthographic, graphomotor and several linguistic skills including, but not limited to, semantics, syntax, spelling, and writing conventions (Scott, 1999; Singer & Bashir, 2004).With the development of cognitive psychology, metacognition has drawn more and more researchers’ attention and provides a new perspective for EFL writing, especially argumentative writing model. Since this strategy is a high-ordered executive skill by its components (planning, monitoring, and evaluating) this study investigated the effects of planning and monitoring skills as metacognitive strategies on Iranian intermediate EFL learners’ argumentative writing accuracy. Sixty university students participated in the study. They were randomly assigned to control and experimental groups. They were at the intermediate level of English proficiency. Their language proficiency was determined by Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979).The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After eight weeks of instruction both groups were post tested. Data were submitted to the independent T-Test analysis and the results showed that there was a positive effect in the experimental group's writing performance. The findings have implications for pedagogy as well as for research.
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