The paper discusses the role of self-regulation processes of literary expression as very demanding, complex and fundamental (meta)cognitive skills, as well as in both language learning and lifelong learning. The educational and social importance of literary expression is manifested in the fact that checking and evaluating student writing is an integral part of all foreign national examinations. The main purpose of this review is to analyse analytically-synthetically and critically the recent findings in the field of literary expression and its cognitive and metacognitive determinants, with emphasis on the role of self-regulation processes. In the first chapter, written expression is explained by psychological (cognitive, metacognitive and motivational) and physiological aspects. Then, in the central chapter, the role of self-regulation in the field of writing and the strategies to which it is implemented is explained. Since there are great gender differences in the skills and processes of literary expression in favor of the female gender, they are explained and supported by a series of researches in the next chapter. Finally, instructional approaches and teachings of literary expression are given in accordance with the socio-constructivist approach to learning that pupils and students, based on Anglo-Saxon educational practice, can help to achieve greater competencies of literary expression. This is very important because writing is one of the most difficult generative human skills and the ability to learn.

literary expression, cognitive and metacognitive determinants, self-regulation processes, writing strategies and techniques, gender differences in motivation and writing achievements, instructional approaches and literacy training