قاسم وادی پور - Visiting professor at Islamic Azad University, Qazvin, Iran
رجب اسفندیاری - Imam Khomeini International University
محمد باقر شعبانی - Imam Khoemini International University

The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, ۱۲۰ male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities.

idea generation, metacognitive writing strategies, writing strategies, writing creativity