Abstract This article presents a bibliometric review of global research trends from 2015 to 2025 concerning metacognition, self-regulated learning (SRL), and academic writing instruction. Drawing from 125 peer-reviewed journal articles indexed in Scopus, the study maps the intellectual landscape through keyword co-occurrence analysis, thematic clustering, and trend visualization using VOSviewer. Findings reveal increasing scholarly attention to the integration of metacognitive and SRL strategies in academic writing pedagogy, with notable themes such as writing self-efficacy, feedback, and reflective practice. However, limited connections to emerging technologies like AI-assisted scaffolding remain a gap in the literature. This review offers a comprehensive synthesis of the research domain, identifies current limitations, and proposes future directions for integrating cognitive frameworks with technological advancements in writing instruction.
Stofiana et al. (Tue,) studied this question.