While over the past decade social network sites have enabled both learners and teachers to set up various forms of online
collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can
be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on
the development of learners’ metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The
theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the
students’ metacognitive strategies when working together online. The study shows that students utilise the social network site to
complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers.
The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.
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