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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.
List of contents
1 Introduction
Part I Foundation 2 Theoretical and Methodological Foundation 3 Data Foundation
Part II Fostering Writing Proficiency: The Impact of Multiple Dimensions of SRWSs 4 Examining the Impact of SRWSs on Writing Proficiency 5 The Differential Impact of SRWS Dimensions on Writing Proficiency
Part III Promoting SRWS Utilization: Influences of Multiple Writing Proficiency Components 6 Examining the Multifaceted Influence of Writing Proficiency on SRWSs 7 Diverse Influences of Writing Proficiency on SRWSs
Part IV Unpacking a Causal Link: Directional Influence of SRWSs on Writing Proficiency 8 Examining the Temporal Relationship Between SRWSs and Writing Proficiency 9 Causal Link Between SRWSs and Writing Proficiency 10 Summary, Implications, Directions, and Agenda
About the author
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.
