The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning goals. With this in mind, in this study we investigated whether training English as a Foreign Language (EFL) learners on the basis of a Self-regulated Learning (SRL) model improved their literal and critical reading comprehension. The study also sought to find out whether the learners’ proficiency level could moderate the impact of self-regulation training. Two intact experimental groups were taught self-regulatory reading processes, while two control groups received the traditional, routine reading instruction. The data of the study were collected by College-Level Academic Skills Test (CLAST) reading sub-tests including both critical and literal reading comprehension parts. Statistical analyses showed that self-regulation instruction could significantly improve participants’ EFL literal and critical reading comprehension, but their proficiency level did not moderate the effectof self-regulation training. These findings can encourage EFL teachers to apply SRL strategies to reading tasks and activities.

Keywords:

self-regulation , self-regulated learning , EFL literal and critical reading comprehension , language proficiency