Incorporation of Self-regulated Learning Strategies in Reading

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' reading comprehension ability as well as their language proficiency. To do so, 115 university students majoring in TEFL were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency as well as reading comprehension ability. Then, they were asked to fill out self-regulated learning strategies questionnaire. In order to analyze the data obtained, descriptive statistics and Pearson correlation were conducted. The results of data analyses revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension ability. Also, a significant correlation between the students' use of self-regulated learning strategies and their language proficiency was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process.

Autorentext

Gholam-Reza Abbasian, holds a PhD in Applied linguistics and is a faculty member of Imam Ali and Islamic Azad universities in Tehran, Iran for 20 years. Sahar Sadat Afshar Imani, MA in TEFL, researcher and teacher at public and private English institutions in Tehran, Iran.