This study is driven by the significance of self-regulated learning (SRL)
within academic writing, particularly among EFL learners. In the context of thesis
writing, SRL is considered a crucial factor in enabling students to effectively
manage themselves. However, an in-depth understanding of the application of
SRL in the context of thesis writing still remains limited. This research aims to
address this gap by exploring an in-depth understanding of how self-regulated
learning (SRL) can be applied in the context of thesis writing and how individuals
engage in the process. This study employed a qualitative methodology with a
narrative inquiry design and the results were analyzed by thematic narrative
analysis. Results show that self-regulated learning in writing a thesis can be
divided into three stages: forethought phase, performance phase and self�reflection stage. English as a Foreign Language (EFL) students exhibited various
self-regulated learning (SRL) strategies during all three phases of thesis writing,
from cognitive, metacognitive, management and motivational perspectives. The
findings of this study indicate that students can effectively address the challenges
encountered during thesis writing by employing appropriate SRL strategies.