Introduction
Part I Theoretical Framework and Insights from Literature
Chapter 1 Theories of Self-Regulated Learning
1.1 Theories of SRL
1.2 Key models of SRL
1.3 Defining SRL--A comparison of models
1.4 Motivational influences in SRL
1.5 Motivational regulation in SRL
Chapter 2 Self-Regulation in Writing
2.1 Key models in writing as a cognitive process
2.2 Self-regulated writing
Chapter 3 Teaching Self-Regulatory Strategies in Writing
3.1 Models of strategy-focused instruction
3.2 Effectiveness of strategy-focused instruction
3.3 Research Gaps
Part Ⅱ A Strategy-Focused Instruction in College EFL Writing
Chapter 4 Research Methods
4.1 Objectives and research questions
4.2 Participants
4.3 Measurement instruments
4.4 Data collection procedures
4.5 Data analysis procedures
Chapter 5 Instructional Design and Implementation
5.1 EFL writing instruction in the participating university
5.2 The instructional design and implementation
Chapter 6 Scale Development and Validation
6.1 Overview of the measurement instruments
6.2 Participants
6.3 Data analysis procedures
6.4 Results of exploratory factor analysis
6.5 Operational definitions of the key constructs
Chapter 7 Results
7.1 Descriptive Statistics
7.2 Results
Chapter 8 Discussion
8.1 Major findings
8.2 Insights from the findings
Part Ⅲ A Framework for College EFL Writing Instruction
Chapter 9 Current Situation in College EFL Writing
9. 1 Current college EFL writing in China
9.2 Need for strategy-focused instruction in Chinese college EFL Writing
9.3 Need for investigation of EFL writing instruction on students' motivation and motivational self-regulation
Chapter 10 A Framework for College EFL Writing Instruction
10.1 An instructional framework proposed for college EFL writing
10.2 Feasibility of the proposed SGEI framework
Conclusions and Prospects
Appendices
References
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