This article describes the development and validation of a survey instrument, the "Writing Strategies for Motivational Regulation Questionnaire" ("WSMRQ"), designed to measure Chinese university students' reported use of motivational regulation strategies in writing in English as a second/foreign language (L2). Conceptualized in a self-regulated learning framework, the "WSMRQ" was developed and validated. Two independent samples of 359 and 373 Chinese university students were recruited. The data were subject to exploratory factor analyses (EFA) and confirmatory factor analyses (CFA), respectively, to evaluate the psychometric properties of the instrument. Results of the EFA revealed a five-factor structure of motivational regulation strategies: Interesting enhancement, performance self-talk, mastery self-talk, emotional control, and environment structuring. The CFA results from another sample supported a five-factor correlated model with the best fit, confirming the validity and reliability of the "WSMRQ." The significant, moderate correlations between the five motivational regulation strategies and writing scores showed the instrument's reasonable predictive validity. Pedagogical implications are also discussed.