<![CDATA[This qualitative study explores how EFL students demonstrate self-regulated learning (SRL) in collaborative writing at the senior high school level. Guided by Zimmerman and Moylan’s (2009) cyclical SRL model and Lowry and Lowry’s (2004) collaborative writing procedures, this study employed observation, student notes documentation, and focus group discussions. The participants were six tenth-grade students from a senior high school in Karawang, West Java, Indonesia. The findings revealed that students demonstrated partial SRL behaviors across the forethought, performance, and self-reflection phases, with self-reflection emerging as the weakest phase. Several challenges were identified, including linguistic inferiority complex, limited background knowledge, individual writing preference, product-oriented pragmatism, and environmental constraints. Supporting factors included teacher scaffolding, peer co-regulation, technology use, environmental support, and individual motivation. The findings highlight the importance of strengthening reflective practices and structured support to foster students’ SRL in collaborative writing.]]>
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