Combining wiki technology with the literature circles could be powerful and beneficial for promoting the learning of English as a foreign language (EFL). However, little research has been conducted to investigate the role of EFL students’ social forms of regulatory strategies in their learning performance in the context of wiki-supported literature activities. This research explored how students’ social regulation strategies relate to learning engagement and learning outcomes. Ninety-five college EFL students participated in wiki-supported literature circles activities. The results showed that “socially shared regulation” acted as a predictor for students’ engagement, while “co-regulation” acted as a predictor for students’ learning outcomes. The results also highlighted the roles of “monitoring,” “time management,” and “task understanding” in predicting students’ learning performance. In addition, this study also revealed that the students’ social regulation strategies focused more on “planning,” “time management,” and “task understanding”, with few regulatory strategies in “evaluation” and “content monitoring.” The results are discussed, and suggestions for teachers, tool developers and researchers are also proposed.

将Wiki技术与文学界相结合可能对促进英语作为外语（EFL）的学习是强大而有益的。但是，很少进行研究来研究EFL学生在Wiki支持的文学活动中在学习绩效中的社交策略策略的作用。这项研究探讨了学生的社会调控策略如何与学习参与度和学习成果相关联。九十五名大学生EFL学生参加了Wiki支持的文学界的活动。结果表明，“社会共同监管”是学生参与度的预测指标，而“共同监管”是学生学习成果的预测指标。结果还强调了“监控”，“时间管理”，“ 和“任务理解”来预测学生的学习成绩。此外，这项研究还显示，学生的社会调节策略更多地集中在“计划”，“时间管理”和“任务理解”上，而很少在“评估”和“内容监控”方面采用调节策略。讨论了结果，并对教师，工具开发人员和研究人员提出了建议。