Metacognitive approaches to collaborative writing Theoretical and pedagogical proposals

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.