Abbas Ali Zarei; Rajab Esfandiari; Azam Akbari
Volume 3, Issue 2 , May 2016, , Pages 34-21
Abstract
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 ...
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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.
