Design and Development of a Self-Regulated Learning Module for English Argumentative Writing in a Chinese EFL Context

Argumentative writing remains a persistent challenge for many undergraduate EFL learners, particularly in relation to argument structure, idea development, and strategic revision. Although research has highlighted the value of self-regulated learning (SRL), Self-Regulated Strategy Development (SRSD), Toulmin-based argument instruction, and automated writing evaluation (AWE), these strands have often been examined separately, with relatively limited attention to their integration within a systematically designed instructional module. To address this gap, the present study examined the design and development of a Self-Regulated Learning Module (SRLM) for English argumentative writing in a Chinese EFL context. Guided by Design and Development Research and the ADDIE framework, the study focused on the needs analysis, design, and development phases of the larger project. Data were drawn from needs analysis findings and two rounds of expert review. The findings showed that the SRLM was developed in response to students’ difficulties in argumentative writing, their uneven use of SRL strategies, and the need for more structured, scaffolded, and feedback-supported instruction. The module integrated SRL, SRSD, the Toulmin model, and AWE into a coherent pedagogical design that was operationalised through sequenced units, learner materials, SRL scaffolds, and AWE-supported revision procedures. The study contributes both a practical instructional prototype and a transparent design-and-development process that may inform future EFL writing pedagogy and module design.