The Kemp Instructional Design Model as a Framework for Metacognitive Strategy Development in Enhancing Self-Regulation in EFL Academic Writing

Abstract

This correlational study aimed to examine the efficacy of the Kemp Instructional Design Model in facilitating the development of metacognitive strategies and consequently enhancing self-regulation within the domain of academic writing among advanced EFL learners at Tikrit University. Grounded in instructional design theory and second language acquisition frameworks, the study sampled 108 third-year undergraduate students. Data collection involved diagnostic assessments alongside validated questionnaires to evaluate metacognitive strategy usage, alignment with the nine elements of the Kemp model, and writing proficiency. Employing an experimental design, the research investigated the Kemp model’s role as a scaffold for fostering metacognitive strategy acquisition to improve self-regulatory capacities. Over an eight-week semester, participants engaged in Kemp-guided instructional interventions comprising learner analysis workshops, targeted strategy modeling, iterative drafting processes embedded with self-regulatory prompts, and continuous formative feedback cycles. Pre- and post-intervention writing tasks were assessed via an analytic rubric, complemented by a validated self-regulation questionnaire measuring planning, monitoring, and evaluation constructs (Cronbach’s α ≥ .84). Findings substantiate the Kemp model’s nonlinear phases as effective scaffolding mechanisms for cultivating metacognitive strategies, thereby enhancing planning, monitoring, and evaluative processes in EFL academic writing contexts. Pedagogically, the study advocates for the integration of structured instructional design phases coupled with explicit self-regulatory prompts and recommends faculty development initiatives focused on optimizing feedback delivery.