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This study aimed to examine the impact of three different journal writing techniques namely, individual journal writing, collaborative journal writing with peers, and collaborative journal writing with the teacher, on the self-regulation of Iranian EFL learners. One hundred and fifty female English learners studying in a language institute were asked to answer the Academic Self-Regulated Learning Scale (ASRL-S). Out of the initial participants, sixty upper-intermediate learners whose scores on ASRL-S pretest fell one standard deviation from the mean were chosen and randomly assigned to four groups. The ASRL-S was administered again after the treatment to the participants. The results of a one-way analysis of variance of the ASRL-S posttest indicated that collaborative journals that provide the chance to benefit from their teacher’s or peer’s feedback could significantly boost learners' self-regulatory skills. The learners who kept a reflective journal but did not share it with either their teacher or their peers were also found to outperform the ones who did not use the reflective technique. Therefore, the findings of the study also confirmed the individual journal writing as a form of reflective practice to improve learners' self-regulation significantly.