Previous research indicated that the individual skills that learners bring to the group is critical to the social regulation process in computer-supported collaborative learning activities. However, few studies have explored how students’ self-regulation capacity is related to the occurrence of the social regulation strategies in the learning group. Situated in a wiki-supported collaborative reading situation, this study explored the roles of English language learners’ online self-regulation profiles in their use of social regulation strategies in the collaboration process. The participants of this study were 95 Chinese college students who studied English as a foreign language. The Online Self-regulated English Learning Questionnaire was used to measure the students’ self-regulation strategies, based on which latent profile analysis was adopted to identify the students with similar patterns of self-regulation variables. Content analysis of students’ discussion messages was conducted to analyze their social regulation strategies in collaborative learning, focusing on regulation types (i.e., co-regulation and socially shared regulation) and regulation foci (i.e., task, emotion, and organization). This study identified two distinctive types of online self-regulation profiles, namely, reflection-oriented competent profile and average profile. The results show that, in terms of the types of social regulation, individual students belonging to the reflection-oriented competent profile tended to be more active in initiating and carrying out socially shared regulation strategies. Regarding the social regulation foci, it was found that the learners of reflection-oriented competent profile demonstrated significantly more positive social–emotional regulation strategies. The findings suggest that teachers need to consider students’ online self-regulation profiles when dividing them into small groups to carry out wiki-supported collaborative learning activities.