خلاصة:
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 effect of self-regulation training.
These findings can encourage EFL teachers to apply SRL strategies to
reading tasks and activities.
ملخص الجهاز:
The Impact of Training EFL Learners in Self- Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model Mahboobeh Morshedian PhD Student Payame Noor University m.
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.
Table 1 The Latest Version of Zimmerman’s (2000) SRL model (Zimmerman & Moylan, 2009) Forethought phase processes Task analysis Self-motivation beliefs sub- processes Goal setting Self-efficacy Strategic planning Outcome expectations Task interest/value Goal orientation Performance phase processes Self-control Self-observation Task strategies Meta-cognitive Sub- Help-seeking monitoring processes Self-instruction Self-recording Imagery Time management Environmental structuring Interest incentives & self- consequences Self-reflection processes Self-judgment Self-reaction phase Sub- processes Self-evaluation Self-satisfaction/ affect Causal attributions Adaptive/defensive There are two reasons why it is assumed that training EFL learners in SRL in accordance with the latest version of Zimmerman’s (2000) SRL model can enhance learners’ EFL literal and critical reading comprehension.
Does self-regulation treatment based on the latest version of Zimmerman’s SRL model (2000) have any significant effect on the EFL learners’ literal and critical reading comprehension ability?
Within each proficiency level, one group received self-regulation training in EFL reading comprehension based on the latest version of Zimmerman’s (2000) SRL model, and one was regarded as the control group.