写作作为一种语言输出技能，一直是二语教学和学习中的重难点。研究发现写作中的自我调节学习在学生的写作过程中扮演着重要角色。在探索自我调节学习是如何帮助学生写作时，部分研究者发现学生在写作中自我调节学习策略的使用对学生的写作投入有影响，而写作投入的程度又与写作表现紧密相关。然而，很少有研究对写作中自我调节学习策略的使用和写作投入的关系提供直接的研究证明。因此，本研究评估了接受不同程度写作训练的不同年级学生写作中自我调节学习策略的使用和写作投入情况，在此基础上为二者的关系提供实证证据。

本研究招募了65名来自北京某重点大学英语专业两个年级的本科生参与调查，填写了由《写作中的自我调节学习策略问卷》和《二语写作投入量表》两个部分组成的问卷，其中5人参加了半结构化访谈。本研究使用SPSS26和NVivo12软件对问卷和访谈数据进行了分析。

结果显示，学生在使用写作中自我调节学习策略和写作投入两方面表现良好。在写作中自我调节学习策略的四个维度中，学生在社会行为维度表现得最好，元认知维度中表现得最差。在写作投入的三个维度中，学生的认知投入表现最好。其次，通过对比分析不同年级数据发现，除了在回忆课程内容和激励式自我对话两个策略范畴的写作中自我调节策略的使用之外，不同年级的写作中自我调节策略使用和写作投入情况并没有显著差异，由此推断出写作训练并不一定能驱动写作中自我调节策略的使用，同时提高写作投入。最后，写作中自我调节学习策略的使用与写作投入呈现正相关关系，并且与写作投入中的行为投入相关关系最强。本研究还对写作中自我调节策略的使用对写作投入产生影响的过程做了简单分析。学生倾向于通过使用同伴学习、反馈处理、激励式自我对话和情绪控制四个范畴的策略来增强写作中的行为投入。

Writing as a language output skill has always been a major challenge in second language teaching and learning. Research has found that self-regulated learning (SRL) in writing plays an important role in students’ writing process. In exploring how self-regulated learning helps students to write, researchers have found that the use of SRL strategies in writing has a potential relationship with L2 writing engagement, which is closely related to writing performance. However, few studies have directly demonstrated the relationship between the use of SRL strategies and L2 writing engagement. Therefore, this study examined students’ use of SRL writing strategies and writing engagement at different grades receiving different degrees of writing training and provided empirical evidence for the relationship.

Sixty-five English majors from two grades at a key university in Beijing were recruited to participate in the study, completing a questionnaire consisting of two parts, the Writing Strategies for Self-regulated Learning Questionnaire and the L2 Writing Engagement Scale. Five of them participated in semi-structured interviews. The questionnaire and interview data were analysed using SPSS26 and NVivo12.

The results show that students perform well in the use of SRL writing strategies and L2 writing engagement. Of the four dimensions of SRL writing strategies, students perform best on the social-behaviour dimension and worst on the metacognitive dimension. Of the three dimensions of L2 writing engagement, students perform best on cognitive engagement. Second, by comparing the data across grade levels, there is no significant difference in the use of SRL writing strategies and L2 writing engagement among different grades except for the scores in the strategy domains of course memory and motivational self-talk. This result suggests that an increase in writing practice may not always guarantee a proportional improvement in the implementation of SRL writing strategies, as well as better writing engagement. Last but not least, the use of SRL writing strategies shows a positive correlation with L2 writing engagement and is strongest correlated to behavioural engagement in writing. This study also provides a preliminary analysis of the process by which the use of SRL writing strategies influences L2 writing engagement. Students tend to enhance behavioural engagement by using strategies from the four strategy domains of peer learning, feedback handling, motivational self-talk and emotional control.