Employing an explanatory sequential design, this study investigated the effects of strategy-based instruction (SBI) in English as a Foreign Language (EFL) writing course on writing performance and motivation. In so doing, a sample of 49 Iranian EFL students from two intact classes were recruited and randomly assigned to the control group (N = 23) and the experimental group (N = 26). For the purpose of the present study, a sixteen-week metacognition training program was integrated into the writing course of the experimental group, whereas the students in the control group received the regular, traditional writing instruction. Timed writing tasks, Second Language Writing Motivation Scale, and semi-structured interviews were employed to collect the data. The findings indicated significant differences in favor of the experimental students in both writing performance and motivation. Overall, this study may provide empirical evidence in favor of SBI in enhancing learner‘s writing ability and their writing motivation. The findings offer theoretical and pedagogical implications for both researchers and practitioners.
