Cognitive Process Frameworks in Academic Writing: A Systematic Review

Academic writing poses significant challenges due to its complex cognitive processes. Research on cognitive processes in academic writing often lacks a clear and coherent theoretical framework, resulting in a fragmented and under-explored understanding of the cognitive processes employed in academic writing. The purpose of this study was to synthesize the dominant cognitive process frameworks and methodological approaches used in current academic writing research. This study used a Systematic Literature Review (SLR) with the PRISMA protocol. A total of eleven articles met the inclusion criteria for further review. Data analysis was conducted using content analysis techniques with a thematic approach to present the relationships between findings in a descriptive and interpretive manner. The findings indicate that self-regulation and metacognition theories are the most frequently applied frameworks in modeling academic writing. Most studies employed qualitative methods, utilizing self-report instruments. The primary limitation identified was the narrow focus of studies on EFL learners. This study contributes to highlighting the importance of a more integrative framework and diverse contexts to enhance the generalizability and pedagogical applicability of cognitive process theories in academic writing.