Mapping a Decade of Research on Metacognition, Self-Regulated Learning, and Academic Writing Instruction: A Bibliometric Analysis (2015–2025)

This study presents a bibliometric analysis of global research trends on metacognition, self-regulated learning (SRL), and academic writing instruction from 2015 to 2025. Drawing on 125 peer-reviewed articles indexed in Scopus, the analysis explores thematic patterns, co-authorship networks, and keyword co-occurrence using VOSviewer. Results indicate a growing scholarly interest in integrating metacognitive regulation and SRL strategies to enhance academic writing performance, with recurring themes such as writing self-efficacy, feedback, and reflective practice. However, research explicitly bridging these constructs with emerging technologies, such as AI-supported scaffolding, remains limited. This article maps the current knowledge structure and highlights research gaps, offering insights into future directions for writing pedagogy in higher education. The findings also provide conceptual support for instructional innovations like the TULIS model, which aims to integrate metacognitive strategies and adaptive feedback systems to improve students’ argumentative writing competencies.