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This study investigates how individual and collaborative writing approaches influence learner autonomy in L2 academic writing contexts. Through thematic analysis of semi-structured interviews with 20 EFL English major undergraduate students in Macao, we examined how these writing modes affect key autonomy dimensions: goal setting, self-monitoring, and self-evaluation. Findings reveal that collaborative writing fostered greater peer support, idea generation, and reduced anxiety, while individual writing facilitated consistent planning and eliminated interpersonal stress. Students working collaboratively demonstrated enhanced self-monitoring and self-evaluation skills compared to individual counterparts. A significant finding was the emergence of “complementary autonomy”, where alternating between approaches enhanced overall autonomy development more effectively than exclusive reliance on either mode. This research contributes to understanding how writing instruction can foster learner autonomy in L2 academic contexts.

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Individual and Collaborative Work on Learner Autonomy in L2 Academic Writing

  • 会议论文

  • 发表日期：

    2026年

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  • Ziyu Wang,
  • Qianhao Chen,
  • Wilson Cheong Hin Hong

摘要

This study investigates how individual and collaborative writing approaches influence learner autonomy in L2 academic writing contexts. Through thematic analysis of semi-structured interviews with 20 EFL English major undergraduate students in Macao, we examined how these writing modes affect key autonomy dimensions: goal setting, self-monitoring, and self-evaluation. Findings reveal that collaborative writing fostered greater peer support, idea generation, and reduced anxiety, while individual writing facilitated consistent planning and eliminated interpersonal stress. Students working collaboratively demonstrated enhanced self-monitoring and self-evaluation skills compared to individual counterparts. A significant finding was the emergence of “complementary autonomy”, where alternating between approaches enhanced overall autonomy development more effectively than exclusive reliance on either mode. This research contributes to understanding how writing instruction can foster learner autonomy in L2 academic contexts.