Chang Sungmin This study aims to examine the implications and limitations of an individual’s self-regulatory processing-oriented discourse in previous writing education research. Individual-oriented discourse, which attempts to reveal a generalized tendency in specific task types through an analytic and decontextualized approach, has failed to satisfy the premise of selfregulatory learning theory that emphasizes interaction with the learning environment. On the other hand, the self-regulatory processing-oriented discourse, which focuses on the use of invisible cognitive strategies, does not adequately support the cyclical, reciprocal nature of self-regulation in writing. The results of this study suggest that researchers apply alternative research apporaches, such as a a formative research methodology, reflecting teaching and learning design as a context of self-regulatory processes and use an educational writing task that links invisible cognitive representations with visible literacy practices.