<![CDATA[One of the challenging English skills for Indonesian vocational high school students is writing, but their writing process is rarely studied. This study examines their writing behavior, particularly self-regulation at each stage. Through a qualitative case study, structured observational data of four students and semi-structured interviews with them and their teacher were thematically analyzed and triangulated. Self-regulation emerged, but it was not evenly distributed across stages, heavily reliant on dictionaries and digital translators, and evident in the perseverance to continue interrupted tasks. Drafting dominates writing time; the imbalance at this stage, which seems to be reinforced by the learning design, is related to writing difficulties. These findings support explicit staged writing instruction. ]]>
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