Minds in Motion: Unraveling the Impact of Cognitive Writing Strategies on Essay Achievement in Moroccan EFL University Students

Effective writing in English as Foreign Language (EFL) contexts heavily relies on the utilization of cognitive writing strategies. Understanding the link between these strategies and writing achievement is crucial for improving instruction and assessment. This study explores the cognitive writing strategies employed by 89 EFL students in their fourth semester, specifically focusing on argumentative essays at the Faculty of Arts and Humanities in El Jadida, Morocco. The primary objective is to examine differences in writing achievement levels based on strategy use and investigate the relationship between writing achievement and the application of writing strategies. To conduct this research, a quantitative approach was adopted, employing a Likert scale questionnaire and an argumentative writing test. The results of the study reveal that pre-writing, revising, and while-writing strategies are frequently employed by the participants. Although there were no notable variations in strategy usage across different levels of achievement, the findings suggest a slight positive connection. This implies that higher levels of achievement tend to be linked to a more extensive use of writing strategies. This research contributes valuable insights into the interplay between cognitive writing strategies and writing achievement, providing implications for both EFL instruction and assessment methodologies.