Synthesizing Empirical Research on Learner Metacognition in Second Language Writing

ABSTRACT Despite considerable research interest in learner metacognition in second language (L2) writing, there is not yet a review that synthesizes the existing empirical findings and discusses their implications. To fill the void, this systematic review synthesized 39 empirical studies on learner metacognition in L2 writing and examined their salient findings surrounding four areas: (1) the nature of learner metacognition in L2 writing, (2) factors influencing the access to and use of learner metacognition in L2 writing, (3) the relationship between learner metacognition and L2 writing performance, and (4) the impact of instructional and assessment practices on learner metacognition in L2 writing. Our review highlights that L2 learners possess general and writing‐specific metacognition that varies across genres and contexts, underscores distinct influencing factors for each metacognitive component in L2 writing, reveals a complex relationship between multiple elements of learner metacognition and L2 writing performance, and showcases the promising value of classroom practices for developing learner metacognition in L2 writing. Based on our synthesis, we propose pedagogical suggestions to promote learner metacognition in L2 writing, as well as worthy avenues for future research. The current review contributes to our understanding of the empirical advances in learner metacognition in L2 writing and provides valuable implications for practice and research.