Cover not available

In:L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 32–52

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 2
Metacognitive approaches to collaborative writing

Theoretical and pedagogical proposals

 | Universidad Andres Bello
Published online: 17 August 2023
DOI logo with link
https://doi.org/10.1075/lllt.59.02sat
Collaborative writing (CW) presents unique L2 learning opportunities. While previous research primarily used cognitive and social approaches, the current chapter proposes a metacognitive approach to (1) advance our understanding of how CW supports L2 learning, and (2) explore pedagogical ideas that may further enhance CW effectiveness, that is, metacognitive instruction on CW. Three CW features relevant to both face-to-face and technology-mediated communication will be focused on. First, collaborative interaction – a prerequisite for CW to be effective – can be explained by metacognitive theories. Second, the provision and incorporation of feedback may be related to learners’ metacognition. Third, the CW sequence – planning what to write, drafting a text, and editing the text together – closely corresponds to metacognitive regulatory skills, that is, planning, monitoring, and evaluation.
Article outline
  • Introduction
  • Metacognition and cognition in L2 learning
  • Interfaces between metacognition and CW
    • Collaboration
    • Feedback
    • CW sequence
  • Metacognitive instruction on CW
  • Future research directions
  • Pedagogical pointers
  • References
References (68)
References
Abrams, Z. (2016). Exploring collaboratively written L2 texts among first-year learners of German in Google Docs. Computer Assisted Language Learning, 29(8), 1259–1270. Google Scholar logo with link to Google Scholar
Balaman, U. (2021). The interactional organization of video-mediated collaborative writing: Focus on repair practices. TESOL Quarterly, 55(3), 979–993. Google Scholar logo with link to Google Scholar
Ballinger, S. (2013). Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1(1), 131–148. Google Scholar logo with link to Google Scholar
Budd, J. M., & Lloyd, A. (2015). Theoretical foundations for information literacy: A plan for action. Proceedings of the American Society for Information Science and Technology, 51(1), 1–5. Google Scholar logo with link to Google Scholar
Calzada, A., & García Mayo, M. del P. (2021). Child learners’ reflections about EFL grammar in a collaborative writing task: When form is not at odds with communication. Language Awareness, 30(1), 1–16. Google Scholar logo with link to Google Scholar
Chen, C.-Y., Pedersen, S., & Murphy, K. L. (2012). The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication. Instructional Science, 40(2), 325–349. Google Scholar logo with link to Google Scholar
Chen, W., & Hapgood, S. (2021). Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective. Language Teaching Research, 25(2), 256–281. Google Scholar logo with link to Google Scholar
Chen, W., & Ren, W. (2021). Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products. Language Awareness, 31(3), 371–391. Google Scholar logo with link to Google Scholar
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83–96. Google Scholar logo with link to Google Scholar
Cho, H., Kim, Y., & Park, S. (2021). Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks. Language Awareness. Google Scholar logo with link to Google Scholar
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020). Evaluating metacognitive self-reports: Systematic reviews of the value of self-report in metacognitive research. Metacognition and Learning, 15(2), 155–213. Google Scholar logo with link to Google Scholar
Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972–994. Google Scholar logo with link to Google Scholar
De Backer, L., Van Keer, H., & Valcke, M. (2015). Promoting university students’ metacognitive regulation through peer learning: The potential of reciprocal peer tutoring. Higher Education, 70(3), 469–486. Google Scholar logo with link to Google Scholar
de Boer, H., Donker, A. S., Kostons, D. D., & van der Werf, G. P. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98–115. Google Scholar logo with link to Google Scholar
Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22(4), 271–280. Google Scholar logo with link to Google Scholar
Fernández-Dobao, A. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18(4), 497–520. Google Scholar logo with link to Google Scholar
(2020). Collaborative writing in mixed classes: What do heritage and second language learners think? Foreign Language Annals, 53(1), 48–68. Google Scholar logo with link to Google Scholar
Fernández-Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. Google Scholar logo with link to Google Scholar
García Mayo, M. del P., & Agirre, A. I. (2019). Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children. System, 80, 165–175. Google Scholar logo with link to Google Scholar
Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 83–106). Routledge. Google Scholar logo with link to Google Scholar
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379–393. Google Scholar logo with link to Google Scholar
Järvelä, S., Malmberg, J., Sobocinski, M., & Kirschner, P. A. (2021). Metacognition in collaborative learning. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 281–294). Springer. Google Scholar logo with link to Google Scholar
Kim, Y., & McDonough, K. (2011). Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. Google Scholar logo with link to Google Scholar
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. Google Scholar logo with link to Google Scholar
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882–904. Google Scholar logo with link to Google Scholar
Li, M., & Kim, D. (2016). One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. Google Scholar logo with link to Google Scholar
Lin, G.-Y. (2020). Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability. Computers & Education, 143, 103691. Google Scholar logo with link to Google Scholar
Loewen, S., & Sato, M. (2018). State-of-the-arts article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. Google Scholar logo with link to Google Scholar
Martin, I. A., & Sippel, L. (2021). Providing vs. receiving peer feedback: Learners’ beliefs and experiences. Language Teaching Research. Google Scholar logo with link to Google Scholar
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109–120. Google Scholar logo with link to Google Scholar
Nelson, L. J., & Fyfe, E. R. (2019). Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems. Metacognition and Learning, 14(2), 167–187. Google Scholar logo with link to Google Scholar
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 125–141). Academic Press.Google Scholar logo with link to Google Scholar
Qiu, X., & Lee, M.-K. (2020). Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System, 93, 102312. Google Scholar logo with link to Google Scholar
Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31–51. Google Scholar logo with link to Google Scholar
Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611–633. Google Scholar logo with link to Google Scholar
(2017a). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2), 249–283. Google Scholar logo with link to Google Scholar
(2017b). Oral peer corrective feedback: Multiple theoretical perspectives. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 19–34). Routledge. Google Scholar logo with link to Google Scholar
(2020). Metacognitive instruction for collaborative interaction: The process and product of self-regulated learning in the Chilean EFL context. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 215–236). Multilingual Matters.Google Scholar logo with link to Google Scholar
(2022). Metacognition. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 95–109). Routledge. Google Scholar logo with link to Google Scholar
Sato, M., & Angulo, I. (2020). The role of L1 in L2 vocabulary development: A quasi-experimental study of languaging among high-proficiency learners. In W. Suzuki & N. Storch (Eds.), Languaging in language learning and teaching: A collection of empirical studies (pp. 41–66). John Benjamins. Google Scholar logo with link to Google Scholar
Sato, M., & Csizér, K. (2021). Combining learner psychology and ISLA research: Intersections in the classroom. Language Teaching Research, 25(6), 839–855. Google Scholar logo with link to Google Scholar
Sato, M., & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899–921. Google Scholar logo with link to Google Scholar
Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507–545. Google Scholar logo with link to Google Scholar
Schneider, W., & Löffler, E. (2016). The development of metacognitive knowledge in children and adolescents. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of metamemory (pp. 491–518). Oxford University Press. Google Scholar logo with link to Google Scholar
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113–125. Google Scholar logo with link to Google Scholar
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. Google Scholar logo with link to Google Scholar
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. Google Scholar logo with link to Google Scholar
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 29–53. Google Scholar logo with link to Google Scholar
(2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. Google Scholar logo with link to Google Scholar
(2021). Collaborative writing: Promoting languaging among language learners. In M. del P. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 13–34). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Storch, N., & Aldossary, K. (2019). Peer feedback: An activity theory perspective on givers’ and receivers’ stances. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 123–144). Routledge. Google Scholar logo with link to Google Scholar
Storch, N., & Sato, M. (2019). Comparing the same task in different L2 learning contexts: An Activity Theory perspective. International Journal of Applied Linguistics, 30(1), 50–69. Google Scholar logo with link to Google Scholar
Suzuki, W., & Storch, N. (2020). Introduction. In W. Suzuki & N. Storch (Eds.), Languaging in language learning: A collection of empirical studies (pp. 1–15). John Benjamins. Google Scholar logo with link to Google Scholar
Teng, L. S., Sun, P. P., & Xu, L. (2018). Conceptualizing writing self-efficacy in English as a foreign language contexts: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911–942. Google Scholar logo with link to Google Scholar
Teng, M. F. (2020). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 551–568. Google Scholar logo with link to Google Scholar
(2021a). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659–673. Google Scholar logo with link to Google Scholar
(2021b). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. Google Scholar logo with link to Google Scholar
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. Google Scholar logo with link to Google Scholar
Van de Poel, K., & Gasiorek, J. (2012). Effects of an efficacy-focused approach to academic writing on students’ perceptions of themselves as writers. Journal of English for Academic Purposes, 11(4), 294–303. Google Scholar logo with link to Google Scholar
Villarreal, I., & Gil-Sarratea, N. (2020). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6), 874–897. Google Scholar logo with link to Google Scholar
Weinert, F. E. (1987). Introduction and overview: Metacognition and motivation as determinants of effective learning and understanding. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1–16). Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466. Google Scholar logo with link to Google Scholar
Winne, P. H. (2021). Cognition, metacognition, and self-regulated learning. In G. W. Noblit (Ed.), Oxford research encyclopedias: Education. Oxford University Press. Google Scholar logo with link to Google Scholar
Yang, L. (2014). Examining the mediational means in collaborative writing: Case studies of undergraduate ESL students in business courses. Journal of Second Language Writing, 23, 74–89. Google Scholar logo with link to Google Scholar
Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. In A. Gao (Ed.), Second handbook of English language teaching (pp. 883–897). Springer. Google Scholar logo with link to Google Scholar
Zhang, M. (2022). A re-examination of pair dynamics and L2 learning opportunities in collaborative writing. Language Teaching Research, 26(1), 10–33. Google Scholar logo with link to Google Scholar
Zhang, M., Gibbons, J., & Li, M. (2021). Computer-mediated collaborative writing in L2 classrooms: A systematic review. Journal of Second Language Writing, 54, 101976. Google Scholar logo with link to Google Scholar
Zhang, M., & Plonsky, L. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing, 49, 101976. Google Scholar logo with link to Google Scholar
Cited by (5)

Cited by five other publications

Calzada, Asier & Agurtzane Azkarai
2025. Examining Young Learners’ Engagement with Language in Task-Based Interaction Across Time. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 233 ff. DOI logo
Hsu, Hsiu-Chen
2025. Written languaging in web-based collaborative L2 writing tasks. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Kim, Taesung & George EK Whitehead
2025. Metacognitive Instruction and Oral Corrective Feedback: Impacts on Metacognitive Awareness and Speaking Accuracy in Learners of English as a Foreign Language. RELC Journal DOI logo
Macasampon, Doreen
2025. The Mediating Effect of Collaborative Learning on the Attitude toward Learning Science and Motivation among Junior High School Students. Psychology and Education: A Multidisciplinary Journal 33:4 ► pp. 490 ff. DOI logo
Wang, Kaixuan, Lawrence Jun Zhang & Maria Cooper
2025. Metacognitive Instruction for Improving the Effectiveness of Collaborative Writing for EFL Learners’ Writing Development. The Asia-Pacific Education Researcher 34:2 ► pp. 661 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue