The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading

Academic self-regulation is a process in which learners use cognitive, affective, behavioral, and motivational feedback to adjust or modify their behaviors and strategies to reach their objectives. Similarly, self-regulated learning (SLR) is the process of defining objectives, planning strategically, choosing and utilizing strategies, monitoring one’s efficiency, and self-evaluating oneself. Accordingly, this research explored the influence of self-regulation teaching based on Think Before, While, and After reading (TWA) strategy with self-regulated strategy development (SRSD) on intermediate English as a foreign language (EFL) learners’ self-regulation of their EFL reading of expository texts. SRSD for TWA strategy was implemented in the EFL reading sessions of the intact experimental group, but the intact control group was given routine EFL reading instruction, i.e., to read the texts and answer its comprehension questions. The self-regulation data was collected utilizing the adjusted Motivated Strategies for Learning Questionnaire Parametric (MSLQ) before and after the instruction. Through one-way analysis of the covariance, it was shown that self-regulation instruction based on TWA with SRSD could foster self-regulatory reading skills of EFL learners. These findings can urge teachers to teach EFL readers SRSD for TWA to improve their ability to self-regulate their EFL reading process.

Keywords:

self-regulation , strategy development , Reading , self-regulated learning (SLR) , intermediate EFL learners