Strategy-based Instruction (SBI) is conceptualized as a form of learner-focused language teaching that explicitly employs strategy training activities with everyday classroom language instruction. The underlying assumption of strategy-based approach is that learners should be provided with the opportunity to understand not only what they can learn in the language classroom, but also how they can learn the language more effectively and efficiently. As a part of a bigger project, the current study ,using a qualitative design, investigated the effects of strategy-based instruction in a writing course on enhancing self-regulated learning and writing performance. Employing a randomized control trial design, Iranian EFL learners in two provinces were first randomly assigned to classes and then classes were randomly assigned to an experimental or control condition. A sixteen-week metacognition training program was integrated into the writing course of the experimental groups. The students in the control groups received the regular writing program. To explore the effect of SBI on writing performance and self-regulation of EFL learners, semi-structured interviews investigating student perception of the SBI program in writing course were conducted with a purposefully selected number of participants. The thematic analysis of the qualitative data confirmed the efficacy of SBI in enhancing both writing performance and self-regulation. Overall, this study provides strong empirical evidence in favor of SBI in enhancing learner’s writing ability and their self-regulation.
