Predictive Effects of Writing Strategies for Self-Regulated Learning on Secondary School Learners’ EFL Writing Proficiency

Curriculum reform in China has aimed to teach students to self-regulate their learning (Ministry of Education, 2012). Teachers andresearchers have acknowledged that being able to regulate one’s learning process is essential for achieving personal learning objectives (e.g.,Ben-Eliyahu & Bernacki, 2015) and that self-regulated writing strategies are a reliable predictor of learners’ writing proficiency in Englishas a foreign language (EFL; L. S. Teng & Zhang, 2016). However,studies in exploring the predictive effects of self-regulated writingstrategies on EFL writing proficiency are limited, particularly theextent to which self-regulated writing strategies contribute to secondary school students’ writing.