This longitudinal study evaluates the impact of self-regulated learning strategies� intervention on the Pakistani undergraduate students� writing competence. Self-regulated learning lesson of writing comprised of five strategies was taught to the participants for six months. A Writing Strategy for Self regulated Learning Questionnaire (WSSRLQ) by Teng & Zhang (2016) was administered to measure the participants� choice of strategies at pre and post intervention stages. Later the Statistical analysis was performed to facilitate the experimental outcome. The results showed that intervention had a potent effect on the writing performance and strategies use of the participants. It is concluded that explicit self-regulated strategies intervention can be a source of incorporation of self regulated strategies that might result into high academic performance of the students. On the basis of the findings it is suggested that instructors should be properly trained so that they ensure that students� get enough practice of self-regulated strategies in writing skills.

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