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 self-regulatory 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.