Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran
Abstract: (25 Views)
Objective: This study investigates the relationship between Iranian high school students’ self-regulation and their reading comprehension in English as a Foreign Language (EFL) online classes. Drawing on Zimmerman’s self-regulated learning (SRL) model, the research examines how the meta-cognitive, motivational, and behavioral dimensions of self-regulation—operationalized through the constructs of reflective action and emotional labor—contribute to learners’ capacity to comprehend written texts in digital learning environments.
Methods: Employing a correlational research design with Structural Equation Modeling (SEM) as the primary analytical tool, the study collected data from 700 high school students across Kermanshah, Iran, through online questionnaires and a standardized reading comprehension test. The Student Self-Regulation Scale (SSRS) was used to measure self-regulatory behaviors, while a validated reading comprehension test assessed textual understanding. SEM analysis revealed a statistically significant positive relationship between students’ self-regulation and their reading comprehension (p < 0.001), with self-regulation emerging as a meaningful predictor of comprehension outcomes. The model demonstrated excellent fit indices (CMIN/df = 1.308, GFI = 0.967, CFI = 0.994, RMSEA = 0.021).
Results: These findings indicate that students who exhibit stronger self-regulatory capacities—including goal-setting, intrinsic interest, and meta-cognitive monitoring—are better equipped to navigate the challenges of online reading tasks, leading to enhanced comprehension and engagement with textual materials.
Conclusion:The study contributes to the growing body of literature on self-regulated learning in digital EFL contexts and provides empirical evidence supporting the integration of self-regulation strategy training into online reading curricula. Pedagogical implications and directions for future research are discussed.
Methods: Employing a correlational research design with Structural Equation Modeling (SEM) as the primary analytical tool, the study collected data from 700 high school students across Kermanshah, Iran, through online questionnaires and a standardized reading comprehension test. The Student Self-Regulation Scale (SSRS) was used to measure self-regulatory behaviors, while a validated reading comprehension test assessed textual understanding. SEM analysis revealed a statistically significant positive relationship between students’ self-regulation and their reading comprehension (p < 0.001), with self-regulation emerging as a meaningful predictor of comprehension outcomes. The model demonstrated excellent fit indices (CMIN/df = 1.308, GFI = 0.967, CFI = 0.994, RMSEA = 0.021).
Results: These findings indicate that students who exhibit stronger self-regulatory capacities—including goal-setting, intrinsic interest, and meta-cognitive monitoring—are better equipped to navigate the challenges of online reading tasks, leading to enhanced comprehension and engagement with textual materials.
Conclusion:The study contributes to the growing body of literature on self-regulated learning in digital EFL contexts and provides empirical evidence supporting the integration of self-regulation strategy training into online reading curricula. Pedagogical implications and directions for future research are discussed.
Keywords: self-regulation, reading comprehension, EFL, digital learning environments, structural equation modeling, Zimmerman’s SRL model, reflective action, emotional labor
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This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)