Volume 11, Issue 3 (7-2026)
IJREE 2026, 11(3): 15-35 |
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Moradi N, Aziz Malayeri F, Ahmadi H. (2026). Self-Regulated Reading Comprehension: Tracing Meta-Cognitive, Motivational, and Behavioral Facets in Digital Learning Environments. , IJREE. 11(3),
URL: http://ijreeonline.com/article-1-1091-en.html
URL: http://ijreeonline.com/article-1-1091-en.html
Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran
Abstract: (425 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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