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The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners' writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments weredoi:10.20511/pyr2020.v8nspe3.757 fatcat:gucecxjonfcxbiwmm3cecwgejq