Mohammad Taha Assodeh - Student of M.A in English Language Teaching, Islamic Azad University, Zahdan Branch, Zahdan, Iran
Abdolla Sarani - Associate Professor of English language Teaching, Department of English Language, University of Islamic Azad, Zahdan, Iran

The major aim of the current study was to investigate the effects of extensive reading on upper-intermediate EFL learners self-regulated learning strategies. Meanwhile, a comparison was made between male and female learners’ self-regulated learning strategies. To this end, 48 (24 males and 24 females) upper-intermediate EFL learners were selected from Iranian Language Center in Birjand, based on the results of Oxford Placement Test (OPT). Then, they were divided into control and experimental groups. A self-regulated learning strategy questionnaire was used for pre-testing and post-testing. The control group participated in regular reading classrooms, while the experimental group participated in an extensive reading program using graded readers. The experiment lasted for 8 weeks, twice a week for about 60 minutes each term. After coding the collected data, they were entered into SPSS for statistical analyses. The results of ANCOVA indicated no significant difference between the groups concerning their proficiencies regardless of the students ‘gender at the beginning of the study. Moreover, the results of an Independent sample t-test revealed that extensive reading had significant effects on 6 sub-components of self-regulated learning strategies (Receiving relevant information, Evaluating the information and comparing it to norms, Triggering change, Searching for option, Formulating a plan, Implementing the plan, Assessing the plan s effectiveness (which recycles to steps 1 and 2). However, its effect on searching for option was not significant. Also, the results of an Independent sample t-test indicated no significant difference inability between male and female. Therefore, the results of this study suggested that implementing extensive reading program could stimulate learners to become self-regulated learner.

Extensive reading, Self-regulated learning, Learning strategies, Graded readers