Self-Regulated Learning Strategies as Predictors of Reading Comprehension


1 Associate professor, Imam Khomeini International University, Qazvin

2 Assistant professor, Imam Khomeini International University, Qazvin

3 MA, Imam Khomeini International University, Qazvin


The present study was conducted to investigate the relationship between self-regulated learning strategies and reading comprehension of Iranian EFL learners. The participants of the study were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University in Qazvin and Islamshahr Azad University. The Michigan Test of English Language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, the participants were asked to respond to the Self-Regulation Trait Questionnaire. The obtained data were analyzed using a stepwise multiple regression analysis. The results revealed that from among the six components of self-regulated learning strategies, only planning and effort components were significant predictors of reading comprehension. The results of the present study may be helpful for teachers, learners, and materials developers.


Article Title [Persian]

استراتژی های یادگیری خود تنظیم بعنوان عوامل پیش بینی کننده درک مطلب

Authors [Persian]

  • عباسعلی زارعی 1
  • رجب اسفندیاری 2
  • اعظم اکبری 3
1 دانشیار دانشگاه بین المللی امام خمینی (ره)
2 استادیارگروه زبان انگلیسی دانشگاه بین المللی امام خمینی (ره)
3 کارشناسی ارشد، دانشگاه بین المللی امام خمینی(ره)
Abstract [Persian]

پژوهش کنونی با هدف بررسی ربطه بین  استراتژی های یادگیری خود تنظیم  و درک مطلب فراگیران ایرانی زبان انگلیسی انجام شد. شرکت کنندگان در این پژوهش تعداد119 دانشجوی زبان انگلیسی در مقاطع کارشناسی و کارشناسی ارشد در دانشگاه بین المللی امام خمینی قزوین و دانشگاه آزاد واحد اسلامشهربودند. برای تعیین توانش زبانی فراگیران و نیز توان درک مطلب آنان، از آزمون توانش میشیگان استفاده شد. سپس از شرکت کنندگان در پژوهش خواسته شد به پرشسنامه استراتژی های یادگیری خود تنظیم پاسخ دهند. داده های بدست آمده با استفاده از فرایند رگراسون چندگانه مرحله ای مورد پردازش قرار گرفت. نتایج نشان داد از میان شش بخش استراتژی های یادگیری خود تنظیم، فقط بخش های برنامه ریزی و تلاش بطور معنی داری توان درک مطب را پیش بینی می کردند. یافته های این پژوهش می تواند برای فراگیران، آموزگاران و نیز نگارندگان مطالب درسی کاربرد داشته باشد.

Keywords [Persian]

  • کلمات کلیدی : یادگیری خود تنظیم
  • استراتژی های یادگیری خود تنظیم
  • درک مطلب
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