International Journal of Research in English Education

en Self-Regulated Reading Comprehension: Tracing Meta-Cognitive, Motivational, and Behavioral Facets in Digital Learning Environments Self-Regulated Reading Comprehension: Tracing Meta-Cognitive, Motivational, and Behavioral Facets in Digital Learning Environments تخصصي Special پژوهشي Research 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.   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.   self-regulation, reading comprehension, EFL, digital learning environments, structural equation modeling, Zimmerman’s SRL model, reflective action, emotional labor self-regulation, reading comprehension, EFL, digital learning environments, structural equation modeling, Zimmerman’s SRL model, reflective action, emotional labor 1 10 http://ijreeonline.com/browse.php?a_code=A-10-1366-1&slc_lang=en&sid=1 Nashmineh Moradi Nashmineh Moradi n.moradi.uni@gmail.com 10031947532846004095 10031947532846004095 No Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Faramarz Aziz Malayeri Aziz Malayeri Faramarz faramarzazizmalayeri@iau.ac.ir 10031947532846004094 10031947532846004094 Yes Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Hossein Ahmadi Hossein Ahmadi Hossein.ahmadi@iau.ac.ir 10031947532846004096 10031947532846004096 No Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran Department of ELT, MAL.C., Islamic Azad University, Malayer, Iran