Metacognitive Writing Learning Strategies among Non-Native Learners of Arabic in Multimedia Environments and Their Relationship to Writing Attitudes: An Integrative Explanatory Analysis

Abstract

Writing in a second language represents a complex self-regulated cognitive process that extends beyond text production to include planning, monitoring, and evaluation during performance. With the expansion of multimedia learning environments, the demands of self-regulation in writing have increased due to the diversity of information sources and the complexity of cognitive processing pathways. This study provides an integrative explanatory analysis of the role of metacognitive writing learning strategies among non-native learners of Arabic in multimedia environments and examines their relationship with writing attitudes as a motivational regulatory component of performance.

The study adopts an integrative theoretical framework to interpret the interaction between metacognitive regulation, digital environmental demands, and learners’ affective orientations in written text production. The analysis indicates that planning, monitoring, and self-evaluation strategies function as the central regulatory system for managing cognitive resources in multimedia environments, and that their effectiveness is associated with learners’ affective engagement in writing tasks. Positive writing attitudes were found to enhance sustained strategic regulation and support textual quality.

The study concludes that writing in multimedia environments constitutes an integrated cognitive–affective–environmental self-regulatory system, in which metacognitive regulation plays a decisive role in determining writing performance among learners of Arabic as a second language.