Abstract Interactive whiteboard technology is a helpful tool for learning to write. However, collaborative writing among English language learners using this technology remains underexplored. This study considers the potential effects of collaborative writing supported by interactive whiteboard technology on students’ writing performance. A total of 120 students who learned English as a foreign language (EFL) participated in this study. Quantitative results revealed that interactive whiteboard technology integrated with collaborative writing instruction resulted in greater improvement in students’ writing performance, followed by traditional whiteboard–integrated collaborative writing and traditional collaborative writing instruction without whiteboard technology. Qualitative results further suggested that the patterns and timing of metacognitive activities varied across the three groups. Learners receiving interactive whiteboard–integrated collaborative writing instruction exhibited higher levels of metacognitive activities and were more engaged in coregulation. Implications for using interactive whiteboard–integrated collaborative writing to promote writing instruction are discussed.

中文翻译：

---

交互式白板技术支持的协作写作：写作成就、元认知活动和共同调节模式

摘要 交互式白板技术是学习写作的有用工具。然而，使用这种技术的英语学习者之间的协作写作仍未得到充分探索。本研究考虑了交互式白板技术支持的协作写作对学生写作表现的潜在影响。共有 120 名学习英语作为外语 (EFL) 的学生参加了这项研究。定量结果表明，交互式白板技术与协同写作教学相结合，对学生的写作成绩有更大的提高，其次是传统白板-集成协同写作和没有白板技术的传统协同写作教学。定性结果进一步表明，三组之间元认知活动的模式和时间各不相同。接受交互式白板集成协作写作教学的学习者表现出更高水平的元认知活动，并且更多地参与协同调节。讨论了使用交互式白板集成协作写作来促进写作教学的意义。