Abstract
This paper aims to examine the effects of learners' argumentative writing performance across the development of writing content and coherence and their selfregulated learning skills. A total of 40 second-year university EFL learners were purposively selected as a one-group of preand post-test design. Using a mixed-method approach, three research tools were utilized: pre- and post-writing tests, a Selfregulated Learning Scale (SRLS), and semi-structured interviews. Quantitative results demonstrated that EFL learners' argumentative writing performance made noteworthy gains, as manifested by the statistically significant differences between their pre- and post-test scores. Significant positive correlations were also found between the EFL learners' overall argumentative writing performance and the SRL factor subscales, indicating an increase in the self-regulation mechanism relative to planning, self-monitoring, evaluation, effort, and selfefficacy. Qualitative results indicate that the participants have positively embraced the integration of CAAM to improve their writing skills and self-regulation processes. Recommendations for implementing digital mapping to revolutionize EFL learning classrooms in this digital era are provided.