Self-Regulated Learning Strategies as Predictors of Reading Comprehension

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

کلیدواژه ها:

self-regulated learning strategies ، reading comprehension