Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns

Interactive whiteboard technology is a helpful tool for learning to write. However, collaborative writing among English language learners using this remains underexplored. This study considers the potential effects of supported by interactive on students’ performance. A total 120 students who learned as foreign (EFL) participated in study. Quantitative results revealed that integrated with instruction resulted greater improvement performance, followed traditional whiteboard–integrated and without technology. Qualitative further suggested patterns timing metacognitive activities varied across three groups. Learners receiving exhibited higher levels were more engaged coregulation. Implications promote are discussed.