The purpose of this paper is to describe the metacognitive strategies applied during the controlling-correcting activities of three hearing-impaired youths' written answers to text-related questions. The data have been derived from a pilot action research effort. The research journal, students' portfolios, archival information, interviews, surveys and the videotaped data of this action research effort have been compiled based on the cyclical actions and analysed inductively. The metacognitive strategies the instructor applied seemed to create a supportive environment for the students to contribute to the activity, utilising some of their metacognitive strategies and skills. However, it is suggested that for their internalisation of those metacognitive strategies, they would need more practice and various experiences in meaningful learning environments.