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It is hypothesized in the present study that when learners are tasked to write a composition in English language, they use particular learning approaches and eventually undergo self-regulatory processes. The present study tested a model showing the direction from process to effect in writing (Zimmerman & Kitsantas, 2002) by evaluating the path from learning approaches to self-regulation (using path analysis) as used in composition writing in English. The Academic Self-Regulated Learning Scale (A-SRL-S) and the Revised-Learning Process Questionnaire (R-LPQ-2F) were participated 123 college students major in English literature, Teaching, and Translating from different universities in Golestan Province in Iran. The results showed that: Learning approaches significantly correlated with the factors of self-regulation aspects: Memory Strategy, Goal-setting, Self-evaluation, Seeking Assistance, Environmental Structure, Responsibility and Organizing

The Relationship Between Self-Regulation Approaches and Learning Approaches in English Writing Tasks on English Foreign Language Students