With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an online context. Data were collected from a total of 50 (high proficiency = 23 and low proficiency = 27) students using video-stimulated recall of two online writing tasks. Quantitative analysis of the students’ stimulated recall data revealed that students in both proficiency groups used 11 self-regulated strategies to complete the two online writing tasks. Results also revealed a positive correlation between self-regulated learning strategy use and the students’ writing proficiency level. The chi-square test analysis revealed statistically significant differences between the two groups in six strategies overall favouring the high writing-proficiency group. Further qualitative analysis of the stimulated recall data within the framework of sociocognitive theory revealed that the high proficiency students stood out from their low-proficiency counterparts in how they self-regulated their personal, behavioural, and environmental processes. Implications for writing instruction to improve students’ writing performance in online learning contexts and future self-regulated writing strategy research are discussed.

随着在线英语学习者的大量增加，有必要探索这些学习者如何在这种自主学习环境中练习自我调节的写作。本文报告了一项关于在在线环境中由两个写作水平组（低和高）的沙特英语专业学生使用的自我调节学习策略的探索性研究。使用视频刺激回忆两个在线写作任务，从总共 50 名（高熟练度 = 23 和低熟练度 = 27）学生中收集数据。对学生刺激回忆数据的定量分析显示，两个熟练组的学生都使用了 11 种自我调节策略来完成两项在线写作任务。结果还显示，自我调节学习策略的使用与学生的写作水平呈正相关。卡方检验分析显示，在总体上偏向于高写作能力组的六种策略中，两组之间存在统计学上的显着差异。在社会认知理论框架内对刺激回忆数据的进一步定性分析表明，在如何自我调节个人、行为和环境过程方面，高水平学生从低水平学生中脱颖而出。讨论了写作教学对提高在线学习环境中学生写作表现的意义以及未来的自我调节写作策略研究。在社会认知理论框架内对刺激回忆数据的进一步定性分析表明，在如何自我调节个人、行为和环境过程方面，高水平学生从低水平学生中脱颖而出。讨论了写作教学对提高在线学习环境中学生写作表现的意义以及未来的自我调节写作策略研究。在社会认知理论框架内对刺激回忆数据的进一步定性分析表明，在如何自我调节个人、行为和环境过程方面，高水平学生从低水平学生中脱颖而出。讨论了写作教学对提高在线学习环境中学生写作表现的意义以及未来的自我调节写作策略研究。