The present study aims to examine the predictive effect of self-regulated writing strategies of students’ writing performance and explore the differences between higher and lower writing achievers in self-regulated writing strategies. A total of 202 English as a for-eign language students at the Northern Border University in Saudi Arabia volunteered to participate in this study. A Writing Strategies for Self-Regulated Learning Questionnaire and a Writing Test were administered to compare the differences between high and low writing proficient learners in Self-Regulated Learning. Pearson correlation coefficient, mul-tiple regression analysis, and independent-samples t-test were calculated. The results showed that both text processing and course memory strategies predicted the writing per-formance of the participants. Results also revealed significant differences in course memory and feedback handling strategies between higher and lower writing achievers. The findings also indicated a low relative contribution to the course memory and text pro-cessing in predicting writing performance. These strategies explained only 6.4% of the total variance of writing performance. Based on these findings, practical implications and rec-ommendations for future research were provided.

The present study aims to examine the predictive effect of self-regulated writing strategies of students’ writing performance and explore the differences between higher and lower writing achievers in self-regulated writing strategies. A total of 202 English as a for-eign language students at the Nor...