<p>This study investigated the interrelationships among self-regulated learning strategies and the associations of proficiency level, learning duration, and gender with these relationships among non-native Arabic learners. A quantitative, cross-sectional, correlational research design using structural equation modelling was employed. A sample of 318 non-native Arabic learners from diverse backgrounds, enrolled in Arabic language programs at various universities in Jordan, completed a validated questionnaire assessing self-regulated learning strategies. The results confirmed significant direct effects among goal setting, self-monitoring, time management, rehearsal and practice, seeking help, and emotion regulation. Mediation analysis revealed that self-monitoring and time management mediated the relationship between goal setting and rehearsal and practice, while seeking help mediated the relationship between rehearsal and practice and emotion regulation. Moderation analysis showed that Arabic proficiency level moderated the relationship between self-monitoring and rehearsal and practice, with a more substantial effect for advanced learners. Learning duration moderated the relationship between goal setting and self-monitoring, with a stronger relationship for less experienced learners. Gender moderated the relationship between seeking help and emotion regulation, with females demonstrating a stronger association. The findings revealed significant associations among goal setting, self-monitoring, time management, rehearsal, and emotion regulation among Arabic learners.</p><p>These results illustrate interrelations among SRL strategies and offer pedagogical directions for promoting self-regulated learning.</p>