the impact of training efl learners in self-regulation of reading on their efl literal and critical reading comprehension: implementing a model

Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. accordingly, self-regulated learning (srl) involves plans and behaviors to achieve learning goals. with this in mind, in this study we investigated whether training english as a foreign language (efl) learners on the basis of a self-regulated learning (srl) model improved their literal and critical reading comprehension. the study also sought to find out whether the learners’ proficiency level could moderate the impact of self-regulation training. two intact experimental groups were taught self-regulatory reading processes, while two control groups received the traditional, routine reading instruction. the data of the study were collected by college-level academic skills test (clast) reading sub-tests including both critical and literal reading comprehension parts. statistical analyses showed that self-regulation instruction could significantly improve participants’ efl literal and critical reading comprehension, but their proficiency level did not moderate the effect of self-regulation training. these findings can encourage efl teachers to apply srl strategies to reading tasks and activities.