Despite the importance of developing metacognitive skills to facilitate the acquisition of writing skills, research on university students from regional educational institutions is very scarce. The following article is a quasi-experimental study that aimed at confirming whether the development of metacognition skills has an impact on the improvement of argumentative texts written by university students. For this, six intervention activities in which students had to check the theoretical aspects regarding the writing learning process under the metacognitive methodology framework were developed. Input and output tests were taken by control and experimental groups. The results showed that students dominating a metacognitive methodology produce argumentative texts of better quality.