The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, fluency (CAF). The present study aims bridge this gap through investigating integrated performances based on linguistic features CAF. focus was four groups: a collaborative-writing setting (n = 84), an individual 88), 96), 84). formation instructional groups combination components: Metacognitive training collaborative/individualized condition. All participants were Chinese tertiary-level EFL students. They asked complete argumentative essay, following which learners assessed compared terms results MANOVA revealed that interplay exerted positive influence but not complexity. transcripts pair dialogues illuminated process language-related episodes. provides theoretical practical implications for findings exemplify