There is a great deal of evidence that many students struggle to develop academic writing skills (Aitchinson et al, 2012). There is also substantial evidence that the capacity to plan, manage, monitor and reflect on one’s learning - i.e. to engage in self-regulated learning - is key to academic success. For instance, seminal research has identified fourteen SRL strategies where high performers differed from low performers by two standard deviations (Zimmerman and Martinez-Pons, 1986) and this difference was accounted for by strategy presence, frequency and consistency (Nandagopal and Ericsson, 2012). In this presentation, we will provide an overview of an ongoing Erasmus+ funded research project called STARS (Self-Regulated Learning for Academic Success) that seeks to integrate insights from these two sets of literature by co-creating a digital tool that will help to systematically develop self-regulated learning (SRL) skills with respect to academic writing. More specifically, we will present some preliminary results from focus groups with undergraduate and taught MA students that were undertaken as part of the needfinding phase of the project. We will then show some prototypes of the digital system to demonstrate how the project will respond to identified needs within respect to strategies for cognitive, meta-cognitive and emotional regulation.