effect of self-regulation instruction on l2 motivational self-system and reading comprehension of iranian efl learners

While research signifies the role of emotions in second/foreign language education, the impact of receiving explicit instruction on efl students’ emotions and language skills has been overlooked. to fill this gap, this study investigated the contribution of self-regulation strategy instruction to efl learners' l2 motivational self-system, involving ideal l2 self, ought to l2 self, and attitude to l2 learning. to this end, a mixed-methods research design was utilized. the researchers administered l2 motivational self questionnaire, self-regulated language learning questionnaire (srllq), and a reading test to 60 iranian female efl students. also, semi-structured interviews were held to unpack students' opinions concerning the impact of self-regulatory instruction on their l2 motivational self-system. the results corroborated the effectiveness of self-regulation instruction in enhancing learners' l2 motivational self-system, improving reading performance, and increasing motivation, autonomy, and self-confidence. the results encourage teacher educators to make teachers familiar with novel approaches regarding self-regulation instruction to increase the quality of language teaching.