The Instruction of Self-Regulatory Strategies and Its Impact on L2 Reading Comprehension and Self-Regulated Learning

Autor/in	Ghavamnia, Maedeh
Titel	The Instruction of Self-Regulatory Strategies and Its Impact on L2 Reading Comprehension and Self-Regulated Learning
Quelle	In: Reading Matrix: An International Online Journal, 22 (2022) 2, S.138-153 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metacognition; Second Language Learning; Second Language Instruction; English (Second Language); Reading Comprehension; Learning Strategies; Comparative Analysis; Foreign Countries; Language Tests; Measures (Individuals); Study Skills; English for Special Purposes; Art Education; College Students; Reading Instruction; Reading Tests; Scores; Teaching Methods; Student Improvement; Iran; International English Language Testing System; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Language test; Sprachtest; Messdaten; Studientechnik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Collegestudent; Leseunterricht; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Language tests; Englisch
Abstract	The aim of this study was to examine the effect of instruction of self-regulatory strategies on the L2 reading comprehension of Iranian EFL learners on the one hand and improve the students' self-regulated learning on the other hand. In this research, the experimental group (N=35) received instruction on self-regulatory strategies whereas the control group (N=35) only received traditional instruction. At first, the participants completed the reading section of an IELTS test, in order to assess their homogeneity in regards to their reading proficiency. They also completed a reading test based on the course book prior to and after the course. The participants also completed the LASSI prior to and after the completion of the course. Paired sample t-tests were run to see whether a significant difference existed between the pre-tests and post-test among the participants in the experimental and the control groups regarding L2 reading and self-regulated learning. The results indicated the students in both groups significantly improved in their L2 reading comprehension, this improvement being much more significant in the experimental group. As for self-regulated learning, only students in the experimental group showed significant improvement on the LASSI indicating the positive impact of the instruction of self-regulatory strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01