The Interrelationship of Planning, Monitoring, and Evaluation (PME) as High-Order Executive Skills on EFL University Students' Writing Performance

Abstract

Writing is complex cognitive task that demands the writer to manage multiple elements simultaneously. Understanding how metacognitive regulation (planning, monitoring, and evaluating) influence writing performance is highly relevant for both educators and students. Proficiency in writing can significantly enhance students' prospects for success. As an essential component of language, strong writing skills are crucial for students to attain their academic and career objectives. High-order executive skills involve the capacity to plan, monitor, control, and adapt one's cognitive processes while performing learning tasks. This present study designs to explore the relationship between PME as high-order executive skills and writing performance among Iraqi university students learning English as a foreign language (EFL). A random sample of 260 students from Iraqi universities, colleges of education, and English departments was chosen throughout the academic year (2024-2025). Data is collected using two instruments: a questionnaire to examine PME and a writing test is conducted to assess their performance in written English. To examine the relation between PME as High-order executive skills and writing performance a correlational analysis is used. Data findings indicate that Iraqi EFL university students have a high PME level as High-order executive skills. Additionally, the level of PME was positively correlated with writing performance, which shows that students are aware of how important it is to monitor their own comprehension and language production, to plan the task in a purposeful way, and to assess their performance as if they wish to improve their skills. It shows that students use metacognitive processes to improve their learning.