The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors

Self-regulated learning (SRL) is a topic of increasing interest in the field language and instruction. In this study, we set out to investigate relationship between students' use SRL strategies second (L2) writing, their L2 writing engagement, procrastination. Data were collected from college students mainland China ( N = 816) related strategy use, for was found be an important predictor student engagement class, results mediation analyses confirmed full effect procrastination through class. Student class also significantly negatively predicted writing. These findings suggest that functions as antecedent these jointly reduce Given essential role plays classrooms, which turn reduces procrastination, discuss importance explicitly supporting students’ use.