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Developing metacognitive writing strategies is essential for ESL writers in learning writing as it regulates their learning and train them on how to practice writing effectively. Writing process has been known as a challenging production skill that requires learners to be competent in the use of writing mechanics such as vocabulary, syntax, grammar, sentence structure, strategies and lexical. Hence, in learning writing, ESL writers should be approached by suitable writing strategies that can be used as a writing regulator to guide the writers to compose productively. Metacognitive writing strategies is one of the writing strategies that involves three main components which are planning, monitoring, and evaluating. These components are believed to enhance the writers’ writing skill as well as to boost their writing performance. Therefore, this qualitative study was conducted to explore metacognitive writing strategies besides describing how female and male writers used this strategy in their writing process. Two students from one public university in Johor are grouped according to their gender and semi-structured interview was conducted as the main method in collecting the data. The gathered data were then coded and analysed using Atlas-ti (Version 8.0). Findings of the study revealed that both male and female writers used different ways when planning, monitoring, and evaluating their writing process. Results of this study have given a great impact on teaching and learning of ESL academic writing.
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