Foreign language learners are required to acquire a variety of ways of writing skills through reciprocal understanding with colleagues as well as practicing the necessary skills and social functions of language and writing genres that would eventually make one eligible to be a part of an academic discourse community. The purpose of this study is to investigate how a group of EFL learners in a Western-southern Saudi Arabian university have been introduced to academic writing by completing computer-based communication tasks collaboratively and how they socially interacted to their writings. Learners’ interactions were examined using a descriptive design to explain how students negotiated academic literacy in their metadiscourse. Findings showed that participants may show various metadiscourse functions in their online discussions and that metadiscourse in computer-mediated communication will facilitate their understanding of tasks, performance and collaboration for achieving effective learning. Implications for writing pedagogy and suggestions for further research have been forwarded.