摘要：The purpose of the study was to investigate the role of metacognitive strategies training on developing writing skill among Iranian EFL learners. Fifty students participated in the present study. A panel of readers and raters evaluated students` writing proficiency and their acquisition and use of rhetorical modes in their writing products. Students' perceptions on writing were measured by a post-treatment questionnaire. The study did not show any significant differences between the mean scores of students` writing narrative and expository texts in either the Reading/ Writing Inter- face or Writing Process treatments as assessed in holistic evaluations. Likewise, there was no significant difference in the mean scores of pattern evaluation in either treatment. Although there were slightly higher means for both the holistic and pattern evaluations for the Reading/Writing Interface in the narrative task, results were not statistically significant. However, this finding suggests that sample readings have a certain effect on students' writing in this genre. Results also showed that although not significant, the Writing Process treatment yielded higher mean scores for both the holistic and pattern evaluations in the expository task. Higher scores for the Writing Process treatment on holistic and pattern evaluations of the expository task may suggest that the manipulation and transformation of material proves to be more effective than reading models for this particular genre. This is a very important finding because it suggests that mode of instruction affects focus of instruction. This finding suggests that students reacted more favorably to writing writer-based prose and converting it to reader- based prose than they did when confronted with reader-based prose in the reading models.
