Abstract
This multiple case study explores some intricate connections between the cognition and the pedagogical practices of eight English as a foreign language (EFL) writing instructors over one academic year in two Palestinian universities. The study also examines how their cognition and pedagogical practices interplayed with the ecological contexts in the setting in which they taught. Integral to the study was the use of semi-structured interviews, classroom observations, stimulated-recall interviews, and course document review. Constructivist grounded theory informed the data analysis. Results revealed that the instructors' cognition about second language (L2) writing, about teaching and learning L2 writing, and about their professional roles influences their teaching approach, curriculum design, and classroom assessment methods. The findings also stressed the role of the ecological contexts as a mediating force influencing the interaction between cognition and practices. The classroom context was identified as the most significant barrier to teaching writing; however, gaining access to L2 writing scholarship was viewed as the most significant facilitator for implementing effective practices in the L2 writing classroom. The findings showed that the instructors' cognition about themselves as professionals could mitigate the impact of the ecological constraints hindering L2 writing instruction. This finding of the role of cognition may explain why teachers working in the same context under the same conditions teach differently. The implications of these findings include the importance of encouraging EFL writing instructors to reflect upon their cognition, pedagogical practices, and working contexts and the need for introducing recommended models of L2 writing instruction in tertiary institutions.