This study was conducted to identify metacognitive strategies used by secondary school children in the three stages of writing process, to identify their distribution within metacognitive strands and metacognitive fields, and to identify whether they differ according to rural / urban schools, grades and sex. 408 observation notes, written exercises from 278 Mother Tongue lessons, 289 interviews and responses to a questionnaire were collected from 678 Grade 6-10 students. Qualitative data were coded, frequencies calculated and differences between proportions were Z tested. Quantitative data were clustered and analyzed using Chi square and Factor analysis. Writing Stage is dominant in the Writing Process of Grades 6 -10 students of both sexes and in rural / urban schools. Planning and Revising stages are mixed with the Writing Stage. The Planning Stage is dominated by an explanation of the lesson by the teacher. Students do not show an awareness or regulation of metacognitive strategies in the Planning of Writing. Knowledge Telling Process can be found in the Writing Stage. Revising Stage is dominated by mechanical and surface level changes. There is a tendency towards a boy-girl dichotomy. Girls emphasize the Planning Stage whereas the boys emphasize the Writing Stage.
How to Cite:
Kodituwakku, G., (2013). Metacognitive writing strategies of Sri Lankan secondary school children. Sri Lanka Journal of Social Sciences. 31(1-2), pp.27–46. DOI: http://doi.org/10.4038/sljss.v31i1-2.5462