This study investigates the predictive role of metacognitive awareness in expository writing performance among graduate science students in Pakistani universities. A quantitative correlational research design was employed. Data were collected from 150 undergraduate students enrolled in science disciplines through a structured Likert-scale questionnaire. Metacognitive awareness was measured across four dimensions: planning, monitoring, evaluating, and metacognitive control. Writing performance was assessed through academic expository writing scores. SPSS was used for data analysis, including descriptive statistics and multiple regression analysis. Findings revealed a high level of metacognitive awareness among students. Regression analysis indicated that metacognition significantly predicted writing performance, with planning and monitoring emerging as the strongest predictors. The study concludes that metacognitive strategies play a crucial role in enhancing academic writing in ESL science classrooms in Pakistan.
Keywords: ESL, Pakistani universities, expository writing, metacognition, science students
