Overview

This volume examines how second language learners develop effective writing skills through self-regulated learning by focusing on four key dimensions of writing strategies: cognitive, metacognitive, motivational-regulation, and social behavior. Drawing on research from diverse global and regional second language contexts, the book presents a comprehensive, multidimensional framework explaining how learners regulate their writing processes and how developing writing proficiency supports strategic learning. It establishes fundamental theoretical foundations, analyzes the impact of each strategy type, explores the reciprocal relationships between strategies, and illuminates how these interconnections evolve over time. The book also bridges the gap between theory and practice, offering educators practical strategies to foster strategic development in student writers. This volume will be valuable for researchers, students, and practitioners in the fields of second language acquisition and writing pedagogy.

Full Product Details

9781041229889

Table of Contents

Reviews

“In what has been described as an increasingly scripturient age, where the urge and the need to write have become all important, this research-based study is particularly timely. Against a background of the expansion of English across the higher education sector globally, this monograph explores the role of self-regulation in Chinese students' academic writing with theoretical rigour and interpretative insight. Clearly written and logically argued throughout, it is a welcome addition to the literature on academic writing.” John Gray, University College London, UK “How do learners regulate their writing—and how does writing shape their regulation? This book uncovers the reciprocal relationship between self-regulatory writing strategies (SRWSs) and second language proficiency among Chinese university students. Introducing the Multidimensional, Multi-Component Model, it reveals how strategies and proficiency evolve together, offering fresh insights for researchers and practical guidance for educators seeking to strengthen academic writing instruction in higher education.” Ken Hyland, University of East Anglia, UK

Author Information

Li Dong is Associate Professor at the School of Foreign Languages, Tianjin University, China. His research focuses on second language writing, individual differences, and methodology.

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