Technology-Mediated Individual and Collaborative L2 Academic Writing on Learner Autonomy

Abstract

This study investigates the impact of individual and collaborative writing approaches on learner autonomy within technology-mediated L2 academic writing contexts. Through thematic analysis of semi-structured interviews conducted with 20 English-major undergraduate students in Macau, we examined how these writing modes—and their intersection with digital tools—influence key dimensions of autonomy: goal setting, self-monitoring, and self-evaluation. Our findings reveal that collaborative writing fostered greater peer support, digital skill complementarity, and reduced writing anxiety. Conversely, individual writing facilitated consistent planning and eliminated interpersonal stress, with students increasingly relying on AI as a “digital peer” for ideation and advanced software for digital workflow management. Notably, while collaborative students demonstrated enhanced peer-mediated self-evaluation, individual writers exhibited autonomy through strategic technological restraint and tech-mediated troubleshooting. A significant finding was the emergence of “complementary autonomy”, where alternating between individual and collaborative approaches—augmented by human-machine interaction—enhanced overall autonomy development more effectively than exclusive reliance on either mode. This study extends sociocultural theory by demonstrating that the quality of interaction—whether with human peers or digital tools—determines its value for autonomy development. The findings challenge dichotomous conceptualizations of learner autonomy, suggesting instead a dynamic interplay between personal agency, social interdependence, and technological mediation. Pedagogical implications include offering students’ flexibility in choosing writing modes while providing appropriate scaffolding for both digital literacy and human collaboration. This research contributes to a more refined understanding of how writing instruction can be designed to foster digital learner autonomy in modern L2 academic contexts.