attitude toward efl reading as predicted by self-reported self-regulation ability

Through academic self-regulation, learners use affective, cognitive, motivational, and behavioral feedback to adjust their strategies and behaviors to attain their goals. the present study utilized a correlational research design to explore how efl intermediate learners’ self-reported self-regulation ability would predict their attitude toward efl reading. the participants were 91 iranian efl learners in some english language institutes. they were put in the intermediate classes at the beginning of their program on the basis of their scores on the preliminary english test (pet). they were assigned the l2 reading attitude questionnaire and the self-regulated foreign language learning strategy questionnaire (srfllsq). the results of multiple regression analysis indicated that the metacognitive factor played the most strongly predicted attitude toward efl reading, followed by cognitive, meta-affective, and meta-sociocultural-interactive factors. the sociocultural-interactive factor, albeit still relevant, was the weakest predictor of attitude toward efl reading. the findings underline the different aspects of attitude toward efl reading and self-regulation, with implications for efl reading teachers and curriculum designers.