Developing Self-Regulated Writing Competence Among Preparatory Year Saudi EFL Learners: A Pedagogical Framework

This paper presents a pedagogical framework aimed at improving writing proficiency among Saudi preparatory year EFL learners through the integration of Self-Regulated Learning (SRL) strategies. Based on recent empirical studies and classroom observations, it highlights common challenges such as limited metacognitive awareness, a narrow range of writing strategies, and weak self-assessment skills. The framework organizes SRL techniques across the writing process in the forethought, performance, and self-reflection phases, and offers practical methods like goal setting, task analysis, journaling, strategic drafting, and structured revision. The study provides educators with actionable tools to develop more autonomous and effective student writers.