Drawing　on　a　proposed　theoretical　framework　that　integrates　a　social　cognitive　perspective　of　self-regulation　and　a　process　genre　approach　to　L2　writing,　this　research　describes　the　development　and　validation　process　of　a　new　instrument,　Questionnaire　for　Self-regulated　Learning　Writing　Strategies　(QSRLWS).　QSRLWS　was　validated　with　satisfactory　psychometric　qualities.　Nine　hundred　eighty　Chinese　university　EFL　learners　participated　in　the　study　(N　=　960　after　data　screening).　The　study　first　described　the　questionnaire　development　process　and　adopted　exploratory　factor　analysis　to　validate　the　factorial　structure　with　half　of　the　sample　(n　=　480).　It　further　confirmed　the　structure　with　confirmatory　factor　analysis　with　another　half　of　the　sample　(n　=　480).　Model　comparisons　confirmed　a　four-factor　second-order　structure　in　which　QSRLWS　comprised　12　SRL　writing　strategy　types　into　four　dimensions　of　strategy　groups,　i.e.,　metacognitive,　cognitive,　social,　and　motivational/affective　regulation.　Predictive　validity　of　these　strategies　on　students＇　English　writing　performance　was　also　reported.　Theoretical　and　pedagogical　implications　are　discussed.