Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners' (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners' provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication.