Chapter 1  Introduction  1.1  Introduction  1.2  The Chinese ELT context  1.3  Aims and significance of the study  1.4  0rganisation of the thesisChap Chapter 1 Introduction 1.1 Introduction 1.2 The Chinese ELT context 1.3 Aims and significance of the study 1.4 0rganisation of the thesisChapter 2 Literature Review 2.1 Introduction 2.2 Autonomy in language learning 2.3 Metacognition 2.4 Research on writing and writing itruction 2.5 Summary of the literature reviewChapter 3 Research Design 3.1 Introduction 3.2 Research approaches to language leaming in dassrooms 3.3 Itrument design 3.4 Pedagogical design of the writing coue 3.5 Data collection 3.6 Data analysis 3.7 SummaryChapter 4 Knowledge and Beliefs about Self-regulated LanguageLearning 4.1 Introduction 4.2 Descriptive results of the questionnaire survey 4.3 Relatiohips between the subcategories of the peonvariable 4.4 Attributional facto in learning success 4.5 Inter-group differences in peon, task and strategicvariables 4.6 Summary of the chapterChapter 5 Peon Knowledge 5.1 Introduction 5.2 Pre-coue peon knowledge about writing 5.3 Post-coue peon knowledge about writing 5.4 Key themes of pre- and post-coue peon knowledge 5.5 Developing trend of peon knowledge: triangulation of thediaries 5.6 Participants' questionnaire results of the peon variable inlanguage learning 5.7 Summary of the chapterChapter 6 Task Knowledge and Strategic Knowledge 6.1 Introduction 6.2 Pre-coue task knowledge about writing 6.3 Post-coue task knowledge about writing 6.4 Key themes of pre- and post-coue task knowledge 6.5 Developing trend of task knowledge: triangulation of thediaries 6.6 Pre-coue strategic knowledge 6.7 Post-coue strategic knowledge 6.8 Key themes of pre- and post-coue strategic knowledge 6.9 Developing trend of strategic knowledge: triangulation ofthe diaries 6.10 Participants' questionnaire results of task and strategicvariables in language learning 6.11 Effects of the writing coue on participants' writingperformance 6.12 Summary of the chapterChapter 7 Case Studies 7.1 Introduction 7.2 Xue 7.3 Cheng 7.4 Zhang 7.5 Fang 7.6 Summary of the chapterChapter 8 Overall Discussion and Conclusio 8.1 Introduction 8.2 Revisiting the research goals 8.3 Summary of the research findings and discussion 8.4 The issue of sustainability 8.5 Theoretical model of metacognitive knowledge in languagelearning 8.6 Pedagogical principles of self-regulation in L2 writing 8.7 Evaluation of the research 8.8 Final conclusio and recommendatio for future researchBibliographyAppendices