An Investigation of Undergraduate L2 Writers’ Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs

The concept of motivational regulation has always been on the agenda researchers; however, role received relatively little attention in terms writing skills. Hence, present study aims to investigate potential correlations between strategies concerning collaborative beliefs undergraduate L2 writers. To this end, a total 102 writers were surveyed. collect data, two research tools used. first one is Writing Strategies for Self-regulated Learning Questionnaire (WSSRLQ) (Teng and Zhang 2016a). This questionnaire conceptualizes cognitive, metacognitive, social-behavioral factors. second data collection tool employed was Collaborative Beliefs Survey, which prepared based Roskams (1999). According findings study, there correlation self-regulated learning beliefs. it suggested that EFL instructions focus other aspects ensure effective instruction.