In what has been described as an increasingly scripturient age, where the urge and the need to write have become all important, this research-based study is particularly timely. Against a background of the expansion of English across the higher education sector globally, this monograph explores the role of self-regulation in Chinese students' academic writing with theoretical rigour and interpretative insight. Clearly written and logically argued throughout, it is a welcome addition to the literature on academic writing.
John Gray, University College London, UK
How do learners regulate their writingand how does writing shape their regulation? This book uncovers the reciprocal relationship between self-regulatory writing strategies (SRWSs) and second language proficiency among Chinese university students. Introducing the Multidimensional, Multi-Component Model, it reveals how strategies and proficiency evolve together, offering fresh insights for researchers and practical guidance for educators seeking to strengthen academic writing instruction in higher education.
Ken Hyland, University of East Anglia, UK
Li's book is a tour and presented studies represent a tour de force for understanding the role and educational implications of self-regulation and second language writing. A must read for those interested in teaching writing to second language learners.
Steve Graham, Regents Professor, Arizona State University
