Lexical Competence, Metacognitive Skills, and Writing Self-Efficacy as Links to Writing Performance among Struggling Grade 12 Writers

Abstract

Writing proficiency is a fundamental academic skill that requires the integration of vocabulary knowledge, strategic regulation, and confidence in written communication. However, limited studies have examined the combined roles of lexical competence, metacognitive skills, and writing self-efficacy in relation to writing performance among struggling senior high school writers. This study examined the relationships among lexical competence, metacognitive skills, writing self-efficacy, and writing performance in a group of 149 struggling Grade 12 Humanities and Social Sciences (HUMSS) writers in a selected school in Bukidnon during the School Year 2025–2026. Using a quantitative descriptive–correlational design, data were collected through the Lexical Competence Test, the Metacognitive Strategies of Writing Survey (MSWS), the Questionnaire of English Writing Self-Efficacy (QEWSE), and an analytic rubric for writing performance. Descriptive statistics, canonical correlation analysis, and multiple regression analysis were used to analyze the data. The results revealed that participants demonstrated a Fair level of lexical competence, with strength in word formation but weakness in collocation knowledge. Metacognitive skills were High, while writing self-efficacy was Moderate. Writing performance remained at a Fair level. Canonical correlation analysis indicated that lexical competence and metacognitive skills were significantly associated with writing performance, whereas writing self-efficacy was not. Multiple regression analysis revealed that the model was statistically significant; however, only lexical competence emerged as a significant predictor. The findings highlight the role of vocabulary knowledge in writing development. It is recommended that English teachers implement collocation-focused vocabulary instruction and structured writing supports to improve learners’ writing performance.