A systematic review of second language ( <scp>L2</scp> ) student writers' metacognitive experiences

Abstract This systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom‐based L2 learning contexts in peer‐reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and Web of Science Core Collection), supplemented by a hand search through a university online library identified seven primary studies conducted in China and Türkiye that examined (a) conceptualisations, (b) measurements, (c) outcomes and (d) moderators of L2 student writers' MEs. The synthesised evidence indicates that self‐report questionnaires are reliable and commonly used tools for assessing writing MEs. MEs pervade and facilitate student writers' self‐regulation before, during and after the writing process. Post‐writing MEs exhibit a weak but significant positive correlation with writing performance, writing enjoyment, and both psychological and behavioural engagement with writing. The intensity of post‐writing MEs was reported to be moderated by both interpersonal and intrapersonal factors, including time, latent profiles among individual students, intrinsic motivation, external feedback and individual linguistic competence. The review highlights the interplay among L2 learners' MEs, metacognitive knowledge and metacognitive regulation strategies, illustrating how their real‐time non‐analytical affective and analytical cognitive processes work together to facilitate self‐regulation in L2 writing. Several recommendations are provided for language instructors and curriculum designers to enhance L2 students' self‐regulation by enriching their post‐writing MEs.