A Model of Self- and Socially Regulated Multilingual Writing

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Multilingual writing is a challenging process that requires adjusting to academic and cultural demands. Studies of multilingual writers acknowledge the need for learners to self-regulate their cognition, affect, and actions as they write. Scholarship in educational psychology emphasizes socially regulated learning, suggesting that the regulation of learning is facilitated or hindered not only by the self but also by others. There is, therefore, a need to examine how developments in educational psychology and multilingual writing inform efforts to promote language learners’ writing skills. This article introduces a theoretical model of self- and socially regulated multilingual writing that can guide empirical research. The narrative literature review method was used to inform the design of the model. The review revealed that self- regulated writing by multilingual writers involves activating background knowledge and motivational beliefs, which then lead to decisions about strategies to employ to accomplish a writing task. The review also identified effective processes of socially regulated writing, including cognitive strategy instruction and formative assessment practices, particularly feedback. Finally, the review surfaced gaps in the literature that could be addressed, including how multilingual writers interpret writing tasks, manage their time and environment, deal with distractions, respond to feedback, seek help, and reflect on their successes and failures.