In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the control group (n = 24) or the experimental group (n = 26). The experimental group received a sixteen-week metacognition training program integrated into the writing course, while the control group was provided with conventional writing instruction. Data collection was performed through timed writing tasks, a second language writing motivation scale, and semi-structured interviews. The results indicated that the experimental group exhibited a significant improvement in both writing performance and motivation, in comparison to the control group. This study provides empirical evidence for the benefits of SBI in promoting students' writing competency and motivation. The findings have important implications for researchers and educators in the field of EFL writing instruction. This study aimed to investigate the effects of a strategy-based writing instruction program on the writing performance and motivation of English as a Foreign Language (EFL) learners. The researchers selected 50 Chinese EFL students and divided them into two groups: the experimental group and the control group. The experimental group received a sixteen-week training program that focused on metacognitive writing strategies, while the control group received traditional writing instruction. The researchers collected data through timed writing tasks, a writing motivation scale, and interviews. The findings of the study revealed that the students in the experimental group showed significant improvement in both their writing performance and motivation compared to the control group. This suggests that the strategy-based instruction had a positive impact on their attitudes, interest, and engagement in writing tasks. The explicit instruction of writing strategies, along with regular practice and feedback, contributed to the students' increased confidence and sense of competence in writing. The study highlights the importance of addressing learners' motivational factors in language instruction. By integrating metacognitive strategies into writing instruction, educators can enhance students' motivation and overall writing skills. This has important implications for EFL classrooms, as it provides evidence that a strategic approach to writing instruction can lead to better outcomes for students. However, it is important to note that this study also has limitations. The sample size was relatively small, and the study was conducted in a specific context with Chinese EFL learners. Therefore, the generalizability of the findings may be limited to similar contexts. Future research could explore the effectiveness of strategy-based writing instruction in different settings and with larger samples to further validate the study's findings. In conclusion, this study demonstrates the positive impact of strategy-based writing instruction on EFL learners' writing performance and motivation. By incorporating explicit writing strategies and providing regular practice and feedback, educators can empower students to become more confident and proficient writers. The findings suggest that a strategic approach to writing instruction can benefit students in their language learning journey.
