Background to the Study
Self-regulated learning (SRL) has gained significant attention in educational psychology, recognized as a crucial goal for students across disciplines (Paris & Paris, 2001) Researchers and educators are particularly focused on translating SRL research into effective classroom practices Key areas of SRL application include cognitive engagement, self-assessment, and strategic reading and writing instruction Paris and Paris (2001) highlight two significant shifts in research: an expansion of focus from specific strategies to a broader range of strategies embedded within SRL, and an increased emphasis on practical applications of strategy instruction in classrooms This evolution has led to a rise in instructional interventions aimed at enhancing students' literacy skills and self-regulation, such as the "reciprocal teaching" method (Palinscar & Brown).
Various effective classroom interventions have emerged in the literature, including "strategy discussion" (Paris, Cross, & Lipton, 1984), "transactional instruction" (Pressley et al., 1994), "cognitive and metacognitive strategy instruction" (Englert et al., 1991), and "self-instructional tactics" (Haris & Graham, 1992) (Paris & Paris, 2001) These strategies highlight the importance of teaching methods that enhance student learning and engagement.
2 far has heavily stressed the importance and necessity of incorporating SRL into literacy instruction (Haris & Graham, 1996)
Reading plays a crucial role in teaching English as a foreign language, serving as a primary goal for many learners (Grabe, 1991) It is an effective method for students to enhance their second language skills, which can significantly impact their academic success (Kazemi, Hosseini, & Kohandani).
Reading comprehension is a crucial literacy outcome and a primary goal of reading instruction (Coyne et al., 2007; Kazemi et al., 2013) Kader (2008) emphasizes that EFL reading teachers aim to reduce reading difficulties and enhance comprehension (p 109) Strategy-oriented instruction has been widely recognized as an effective method to improve reading comprehension (Dole et al., 1991, as cited in Souvignier & Mokhlesgerima, 2006, p 57) Research over recent decades has focused on cognitive, metacognitive, and affective strategy instruction to boost students' motivation and attitudes toward reading, along with self-regulated reading strategies (Ammar, 2009) Self-regulated reading combines cognitive strategies, meta-comprehension, and motivation, maximizing its impact on comprehension (Ammar, 2009).
Research indicates that fostering self-regulated reading behaviors enhances comprehension, boosts reading engagement, and improves higher-level literacy skills (2009) In EFL contexts, educators must prioritize the long-term objective of nurturing independent, critical, and engaged readers, particularly in today's digital landscape (Kader, 2008; Levine, Ferenz, & Reves, 2000; Guthrie, 2001; Horner & Shwery, 2002; Lake & Holster, 2014) As noted by Davis and Gray (2007), supporting students in becoming self-regulated not only cultivates more independent and motivated learners but is also linked to improved test scores (Paris & Paris, 2001) Thus, self-regulated learning is essential for sustaining student success.
3 and deepens engaged reading and consequent comprehension” (Davis & Gray, 2007, p
Self-regulated learning (SRL) offers significant advantages for enhancing reading comprehension and motivation, prompting researchers to integrate it into reading instruction However, SRL remains a complex and relatively new concept that has not been fully embraced in current reading programs (Davis & Gray, 2007) Therefore, there is a pressing need for the development and evaluation of instructional interventions that foster SRL in classroom settings Recent studies, including those by Paris & Paris (2001) and Davis & Gray, advocate for the creation of such educational strategies.
(2007), Housand & Ries (2008), Zumbrum, Tadlock, & Roberts (2011), and Butler (2012).
Statement of the Problem
Reading comprehension instruction in Vietnam has a long-standing tradition dominated by the Grammar-Translation Method (GTM), which places teachers and textbooks at the forefront, resulting in passive student engagement (Le, 2010) Typical reading activities focus primarily on answering comprehension questions, with minimal emphasis on teaching effective reading strategies (Nguyen & Trinh, 2011) The assessment of reading comprehension relies heavily on multiple-choice methods, prioritizing proficiency over actual performance, which leads students to view education as merely a means to pass exams (Le, 2010) Consequently, students often miss out on the intrinsic value of reading for pleasure or knowledge, instead focusing on test-taking strategies (Le, 2010) This exam-oriented approach negatively impacts students' motivation and fosters poor reading habits (Le, 2010) Despite recognizing the advantages of new instructional methods, many reading teachers hesitate to adopt them, fearing they may not align with students' primary goal of passing tests.
A study by Nguyen (2005) revealed that while reading teachers recognized the significance of reading strategy instruction, their actual classroom practices often failed to align with these beliefs This discrepancy was attributed to contextual challenges such as time constraints, teachers' lack of experience, students' low motivation levels, and the rigidity of reading materials and curricula.
At HCMC University of Science, English teachers predominantly employed the Grammar-Translation Method (GTM) for teaching reading comprehension to non-English major students, who faced mid-term and final assessments formatted as multiple-choice questions This was confirmed through class observations and discussions with six English teachers in October 2014 Additionally, a preliminary questionnaire administered to 159 students revealed concerning results, as detailed in Chapter Three of this thesis Analysis of 94 mid-term test papers indicated that while students excelled in grammar-related questions, they struggled significantly with vocabulary and reading comprehension, highlighting the inadequacy of traditional teaching methods Furthermore, class observations and student feedback indicated a low motivation for reading, which is crucial for their academic success, especially given the necessity of engaging with scientific and technical materials in English for their studies and future careers.
One of the ways suggested by previous researchers to increase students’ reading comprehension as well as motivation to read is that English teachers need to teach them
The study emphasizes the importance of self-regulated reading strategies to cultivate engaged, self-regulated readers, as highlighted by Ammar (2009) However, existing EFL reading classrooms often fail to equip students with these essential strategies, hindering their ability to engage in self-regulated reading outside of school and potentially diminishing their motivation (Katim & Haris, 1997; Corno & Randi, 1999; Eshel & Kohavi, 2003; Guthrie & Wigfield, 2000) To address this issue, the current study adapted Ammar's Self-regulated Reading Strategy Development (SRRSD) to enhance students' reading comprehension and motivation, ultimately aiming to foster a generation of engaged, self-regulated readers.
Purposes of the Study
To enhance the reading engagement of non-English major students at HCMC University of Science, this study focuses on fostering their involvement in the reading process and developing their skills as self-regulated readers.
1 examine whether the instruction of self-regulated reading strategies helps students improve their reading comprehension after the training
2 explore the extent to which the instruction of self-regulated reading strategies helps to enhance students’ reading motivation after the treatment
3 investigate students’ reflections on their use of self-regulated reading strategies during the intervention
Research Questions
In order to achieve the above three purposes of the study, the answers to the following research questions should to be sought
1 Does the instruction of self-regulated reading strategies help EFL students improve their reading comprehension?
2 To what extent does the instruction of self-regulated reading strategies help to enhance EFL students’ reading motivation?
3 What are EFL students’ reflections on their use of self-regulated reading strategies during the intervention?
3.1 Do EFL students reflect an enhancement in their use of self-regulated reading strategies during the intervention?
3.2 What self-regulated reading strategies were used by most of the EFL students during the intervention?
Significance of the Study
This study highlights the importance of integrating self-regulated learning into reading comprehension instruction in Vietnam, an area that has been largely overlooked despite its proven effectiveness in other EFL contexts Conducted at HCMC University of Science, the findings aim to foster positive changes in reading instruction within this institution and other Vietnamese EFL environments The results demonstrate that teaching self-regulated reading strategies significantly enhances EFL students' reading motivation, a crucial factor for reading success Furthermore, the study advocates for the development of engaged, self-regulated readers beyond the classroom and suggests a tailored reading program that empowers teachers to create an enriching reading environment Additionally, it introduces a questionnaire to evaluate students’ reading motivation, which has been underexplored in Vietnam, and provides a self-evaluation form to help students monitor their reading progress and assess their self-regulated reading skills On a broader scale, the study's outcomes can be shared with EFL reading teachers globally, contributing to the ongoing research in self-regulated learning and reading comprehension.
Definitions of Terms
Self-regulation / self-regulated learning (SRL)
Self-regulated learning (SRL) is a widely studied concept, with numerous definitions in academic literature Among these, Pintrich's (2000) definition stands out as one of the most recognized and frequently cited in various research studies.
Self-regulation, also known as self-regulated learning, is an active and constructive process where learners establish their learning goals and subsequently monitor, regulate, and control their cognition, motivation, and behavior This process is influenced by their goals and the contextual features of their environment (Pintrich, 2000).
Self-regulated reading / self-regulation of reading
Self-regulated reading involves establishing reading goals, choosing and implementing effective reading strategies, monitoring comprehension and the use of these strategies, and evaluating one’s own reading progress (Horner & Shwery, 2002, p 102).
Engaged and self-regulated readers possess the ability to establish realistic goals, choose effective reading strategies, monitor their comprehension of the text, and assess their progress toward achieving these goals (Horner & Shwery, 2002, p 102).
Readers' self-regulation is influenced by their reading and self-regulation skills, their beliefs in their reading efficacy, the value they assign to reading tasks, and their motivation to read and learn (Horner & Shwery, 2002).
Reading comprehension is defined by the RAND Reading Study Group as the simultaneous process of extracting and constructing meaning through engagement with written language This definition emphasizes the interactive nature of understanding text, highlighting the importance of involvement in the reading process.
Reading comprehension is achieved through the interaction of three key elements: the reader, who engages in the understanding process; the text, which serves as the material to be comprehended; and the reading process itself, which facilitates this interaction.
8 activity in which comprehending takes place (Snow, 2002, p 13) Each aspect of the three elements mentioned above makes its own contribution to the process of reading comprehension
The definition of motivation is commonly conceived as “a multifaceted set of goals and beliefs that guide behavior” (Guthrie & Wigfield, 1999, p 199)
Accordingly, reading motivation is defined as “the individual’ goals and beliefs that guide his or her behavior with regard to reading” (Guthrie & Wigfield, 1999, p 199).
Overview of Thesis Chapters
The current thesis is comprised of five chapters as follows:
Chapter 1 is the introduction to the present study Specifically, this chapter begins with the background of the study and the statement of the problem, which leads to the conduction of the study Then, the purposes of the study are presented together with the three research questions Also, the significance of the study and the definitions of related terms are provided The chapter ends with the overview of thesis chapters
Chapter 2 provides the theoretical background to the study followed by the review of some previous related studies and the discussion for implication to reveal the research gap that leads to the conduction of the present study
Chapter 3 mentions the research methodology employed for the study This chapter starts with the description of the research design, the research site and the participants Then, it is continued with the procedures of the study and the measurement instruments The section of data collection and data analysis to provide answers to each of the three research questions is also presented in this chapter
Chapter 4 presents the results of the study regarding each of the research questions and the discussion of the findings drawn in the previous sections of the chapter
Chapter 5 provides the summary of the main findings of the study as well as its limitations Accordingly, the chapter offers some suggestions for further research and implications for further practices
Theoretical Background to the Study
2.1.1.1 Cognitive Theories of Self-regulated Learning
Self-regulated learning (SRL) is fundamentally rooted in behavioral theory, which highlights the significance of learner behaviors in achieving educational goals (Schunk, 2009) To enhance self-regulation, educators focus on teaching students three key processes: self-monitoring, self-instruction, and self-reinforcement (Schunk, 2012) While these strategies are widely implemented, behavioral theory falls short by neglecting internal factors such as cognition and motivation, which are crucial for effective SRL (Schunk, 2009, 2012) This gap has led to the development of cognitive theories of self-regulated learning, which incorporate these essential elements Schunk (2009) identifies three cognitive theories—social cognitive theory, information processing theory, and social constructivist theory—that are extensively utilized in educational settings to foster self-regulation.
An early social cognitive perspective of self-regulation involves three processes quite similar to the three from the behavioral theory perspective: self-observation (self-
Self-observation is a key component of self-regulated learning, where students take initiative by setting learning goals and actively monitoring their progress This process involves self-judgment and self-reaction, allowing learners to evaluate their achievements and make necessary adjustments to enhance their educational outcomes.
Self-judgment in students involves the systematic monitoring of their own performance, allowing them to compare their achievements against established standards or goals This process includes two key forms: self-evaluation and causal attribution, which are essential for fostering self-regulated learning and enhancing academic success.
Self-reaction involves evaluating one's performance and can manifest as feelings of self-satisfaction and positive emotions, or as adaptive and defensive responses This concept highlights the importance of personal judgment in shaping one's attitudes towards their achievements.
Social cognitive theorists view self-regulation as a cyclic process characterized by the interplay between personal factors, behaviors, and environmental conditions (Schunk, 2012) It is defined as a process in which students activate and maintain cognitions, behaviors, and emotions aimed at achieving their goals (Schunk & Zimmerman, 1994) Zimmerman (2000) further developed this concept into a three-phase self-regulation model, illustrating its cyclical nature The first phase, forethought, involves goal setting and fostering self-efficacy The second phase, performance, includes the application of learning strategies and progress monitoring Finally, the self-reflection phase consists of self-evaluation and performance attribution (Schunk, 2012).
The dynamic nature of self-regulation is evident in the interplay between social influences and the individual, as highlighted by Schunk and Zimmerman (1997) The learning process initiates when learners observe social models to acquire new skills, followed by practicing these skills with proper guidance and feedback As learners gain competence, they transition to independently performing these skills.
Acquiring skills involves a systematic process that culminates in the implementation of self-regulatory strategies to enhance abilities and set new objectives (Schunk, 2012) This structured approach is essential for designing effective instruction aimed at fostering both skill development and self-regulatory competence in learners (Zimmerman & Kitsantas, 2005, as cited in Schunk, 2012).
Social cognitive theorists emphasize that self-regulation in learners is significantly influenced by their choices (Zimmerman, 2000, as cited in Schunk, 2012) There are four key types of learner choices that facilitate self-regulatory processes First, learners must decide whether to engage in a task, which is linked to their goals, values, and self-efficacy (Schunk, 2012) Second, they choose the strategies and relaxation techniques to achieve their goals and manage anxiety (ibid, p 406) The third choice relates to the desired learning outcomes, demonstrated through self-monitoring and self-assessment of their performance in relation to their goals (ibid, p 406) Lastly, learners should have the autonomy to select or create their social and physical environments to enhance task performance, learning to structure their surroundings and seek social support as needed (ibid, p 406) Ultimately, fostering self-regulation necessitates considering individual choices when designing learning tasks.
The Information Processing Theory of Self-Regulated Learning (SRL) highlights the significance of cognitive functions in the learning process (Schunk, 2009) Winne and Hadwin's SRL model consists of four key phases: task definition, goal setting and planning, strategy enactment, and metacognitive adaptation (Winne, 2001, as cited in Schunk, 2012) In the first phase, learners gather information about the task's conditions, including teacher instructions and cognitive factors from long-term memory, to clearly define the task (Winne, 2001, in Schunk, 2012) The second phase involves establishing goals and planning strategies to achieve them During the third phase, learners implement their chosen strategies, and in the final phase, they assess their success and adjust their plans and strategies accordingly (Schunk, 2012).
This theory emphasizes learner cognition, linking self-regulation closely with metacognition (Gitomer & Glaser, 1987, as cited in Schunk, 2012) Metacognition comprises two key elements: metacognitive knowledge, which includes self-awareness of personal abilities, interests, and attitudes, as well as understanding factors influencing performance and effective learning strategies (Lai, 2011, p 2) Additionally, metacognitive strategies encompass three main types: planning, monitoring, and regulating (Pintrich, 1999, p.461) According to Dulger (2011), these metacognitive strategies act as essential tools that enhance learning by facilitating metacognitive processes (p 86).
Schunk (2012) insisted that self-regulation requires “a sound knowledge base” (p
To effectively encourage self-regulated learning (SRL) in the classroom, it is essential for learners to be exposed to diverse knowledge, particularly regarding learning strategies, which are defined as cognitive plans aimed at achieving successful task performance (Weinstein & Mayer, 1986, as cited in Schunk, 2012) Implementing a learning strategy involves several steps: analyzing the learning goal and important task aspects, planning a strategy, executing the methods, monitoring progress towards the goal, and adjusting the strategy if it fails to yield results (Schunk, 2012) Additionally, metacognitive knowledge is crucial in guiding these methods, as learners must understand which SRL techniques to use, their significance, the appropriate timing for their application, and the execution process.
Self-Regulated Learning (SRL) methods, as defined by Schunk (2012), are specific techniques integrated into strategies aimed at achieving educational goals According to Weinstein and Mayer (1986), there are five key types of learning strategies—rehearsal, elaboration, organization, comprehension monitoring, and affective techniques—each paired with effective learning methods to enhance the regulation of the learning process.
Rehearsal techniques, such as verbatim repetition, highlighting, and summarizing, are commonly used for information retention (2012) However, Snowman (1986) suggested that these methods may become less effective when faced with an overwhelming amount of information to memorize.
Elaboration involves techniques such as imagery, mnemonics, questioning, and note-taking to enhance the meaningfulness of learning by creating mental images and connecting new information to existing knowledge Additionally, organizational methods like mnemonics, grouping, outlining, and mapping are effective in improving comprehension.
Comprehension monitoring is essential for learners to assess their understanding and the effectiveness of their strategies, involving processes like self-questioning, rereading, and paraphrasing (Schunk, 2012) It is considered a key component of strategy instruction (Baker & Brown, 1984, as cited in Schunk, 2012) Additionally, affective learning techniques play a crucial role in fostering a positive learning environment by helping learners maintain focus, set goals, build self-efficacy, manage time, and reduce distractions and anxiety (Weinstein & Mayer, 1986; Schunk, 2012).
Review of Related Literature
2.2.1 Intervention Studies on Strategy Instruction towards Self-regulated
Teaching reading strategies and fostering self-regulated reading routines are effective methods to enhance students' reading comprehension (Antoniou & Souvignier, 2007) Recent intervention studies emphasize the importance of combining reading strategy instruction with self-regulation of strategy use and the overall reading process Research indicates the need for integrating self-regulatory strategy instruction into reading comprehension programs and developing intervention programs to assess their effectiveness This article explores the impact of these interventions on students' reading comprehension, motivation, self-efficacy, and metacognition in promoting self-regulated reading.
Antoniou and Souvignier (2007) investigated the impact of an instructional intervention that integrated explicit reading strategy instruction with self-regulation techniques, aiming to improve reading comprehension, self-efficacy, and strategy knowledge in students with learning disabilities The study involved 73 students from grades 5 to 8 at a special and integrative school in Germany, divided into an experimental group of 45 and a control group of 28 Conducted over an academic year from September 2004 to July 2005, the research utilized a pre-, post-, and follow-up design to evaluate the outcomes using three measurement tools: a modified reading comprehension test, a reading-strategy knowledge test, and a self-efficacy questionnaire Data analysis employed t-tests to determine the intervention's effectiveness on the targeted variables.
The analysis revealed that students in the treatment group experienced a significant short-term improvement in reading strategy knowledge, with a t-value of 2.77 and a p-value of 007, resulting in a medium effect size (d = 59) While the growth scores for reading comprehension between the treatment and control groups did not show a statistically significant difference, there was a noticeable trend indicating that the treatment group achieved higher scores.
The intervention did not significantly impact reading self-efficacy in the short term, as indicated by pre- and posttest comparisons between the experimental and control groups However, follow-up tests revealed notable improvements in reading strategy knowledge, reading comprehension, and reading self-efficacy for the treatment group Specifically, the treatment group excelled in reading comprehension (t = 3.91, p = 002) and demonstrated strong long-term comprehension skills (d = 80), contrasting with a smaller short-term effect (d = 45) The intervention also showed a stable effect on reading strategy knowledge, with an effect size of 62 (d = 62) Furthermore, long-term progress scores indicated that the treatment group achieved significantly greater gains in reading self-efficacy (t = 3.36, p = 001) compared to the control group, despite no significant short-term differences A limitation of the study was its focus on cognitive and metacognitive strategies, overlooking the importance of motivational strategies in self-regulated reading.
Roohani and Asiabani (2015) investigated the impact of Self-Regulated Strategy Development (SRSD) on the reading comprehension of argumentative texts and metacognition among 70 Iranian EFL learners Utilizing a pre-post-test design, the experimental group received training in self-regulation through the TWA (Think before, while, and after reading) technique, while the control group followed non-strategic-based instruction Data was collected through reading summaries and a metacognitive awareness inventory, with analysis of covariance revealing that the instructional intervention significantly improved reading comprehension in the experimental group compared to the control group Furthermore, SRSD was found to enhance metacognitive awareness and regulation among L2 readers.
31 importance of teaching self-regulatory strategies to foster reading comprehension of argumentative texts and metacognition in L2 learners
Maftoon and Tasnimi (2014) carried out an intervention study to investigate the effects of self-regulation instruction on EFL learners’ reading comprehension A sample of
A study involving 149 Iranian EFL students from Islamic Azad Universities in Qazvin and Tehran examined the impact of self-regulatory strategies on reading comprehension Participants, selected based on TOEFL PBT test scores, were divided into an experimental group (N = 76) and a control group The experimental group underwent 10 sessions of direct instruction on self-regulatory strategies using task-supported methods Data was collected through the reading comprehension section of the TOEFL PBT test, and an independent t-test was conducted to compare pretest and posttest scores Results indicated a significant improvement in the experimental group's posttest scores compared to the control group (t = 12.3, p < 0.05).
The study found that self-regulation instruction positively impacted the reading comprehension of Iranian EFL readers However, a limitation was that the required strategies were presented in a fixed sequence, leading students to follow the tasks step-by-step rather than allowing them to select appropriate strategies for different reading contexts This approach suggested that the teacher imposed strategies on the students instead of promoting their autonomy in choosing the most suitable ones for each reading situation.
Ammar (2009) conducted a study to explore the impact of Self-regulated Reading Strategy Development on the critical reading skills and reading motivation of EFL students Utilizing a pre-post-test design with a control group, the research involved 81 third-year EFL students from Sohag Faculty of Education in Egypt, who were randomly assigned to either an experimental group (N = 42) or a control group (N = 39) The experimental group received training through a proposed reading program, while the control group followed a traditional approach over a three-month period during the 2002-2003 academic year The study employed the Test of Critical Reading and the Reading Motivation Questionnaire to measure outcomes, and T-tests for independent samples were used to assess the effectiveness of the intervention in improving students' reading skills and motivation.
The study compared critical reading skills and reading motivation among students in an experimental group versus a control group Results indicated that self-regulation in reading led to significant enhancements in critical reading skills (t-value = 15.6, p < 05) and motivation to read English as a foreign language (t-value = 9.746, p < 05) when contrasted with traditional instruction The intervention effectively equipped students with diverse strategies for self-regulated reading and supported their learning choices, such as selecting reading passages and applying strategies However, the study lacked specific reading tasks for practicing these choices and did not investigate students' reflections on their use of self-regulated reading strategies, raising questions about the actual implementation of the acquired strategies.
2.2.2 A Discussion for Implications for the Present Study
There is a scarcity of well-conducted intervention studies that effectively assess the impact of self-regulated reading strategies on reading comprehension, motivation, self-efficacy, and metacognition, which are essential for developing independent readers Despite the limited number of these studies, they have yielded valuable insights, highlighting significant research gaps that warrant further exploration Notably, existing research primarily emphasizes the cognitive dimensions of self-regulation in reading, often overlooking the crucial motivational factors that play a vital role Additionally, while some intervention programs equip students with self-regulation strategies, they tend to impose these strategies rather than allowing for individual adaptation, with the exception of Ammar (2009), whose approach has its own limitations.
The 2009 study failed to explore students' reflections on their use of acquired reading strategies, leaving unclear whether these strategies actually enhanced reading comprehension and motivation Additionally, previous intervention studies lacked reading practices that allowed sufficient time for students to engage in self-regulated reading Lastly, these studies primarily focused on the impact of the intervention program on students' knowledge of strategy use and metacognitive awareness, neglecting a comprehensive examination of self-regulated reading as a whole.
Interventions aimed at fostering self-regulated reading have proven effective, as self-regulation is influenced by a reader's skills, beliefs in their reading efficacy, the perceived value of the reading task, and their motivation to read and learn (Horner & Shwery, 2002).
The current study aimed to investigate the impact of the Self-regulated Reading-based Program (SRRP), adapted from Ammar (2009), on EFL students' reading comprehension and motivation Additionally, it sought to explore students' reflections on their use of self-regulated reading strategies The hypothesis posited that instruction would improve students' reading comprehension, motivation, and strategy application, ultimately determining if the adapted training program fostered engaged self-regulated readers To achieve these objectives, the researcher formulated three research questions and developed measurement instruments based on the definition of engaged self-regulated readers and the factors influencing their self-regulation level.
(3) EFL students’ use of self-regulated reading strategies during the intervention through their reflections using the self-evaluation form
2.2.3 The Framework of the Present Study
Figure 2.2: The framework of the present study
Chapter Summary
This chapter highlights the significance of self-regulated learning (SRL) in English as a Foreign Language (EFL) teaching, focusing specifically on reading instruction It begins with a theoretical framework that informs the study, divided into three main sections The first section explores cognitive theories of SRL, illustrating its application in classrooms and concluding with a summary of the traits of SRL learners and effective teaching strategies The second section examines key factors that significantly enhance reading comprehension.
Students’ use fragmentary self-regulated reading strategies automatically
SRR strategy instruction through modeling
Students’ transition from shared regulation to self-regulation for reading
Independent practice / Weekly homework assignments
Self-regulated Reading Strategy Use
Engaged, Self-regulated Reading Self-regulated Reading-based Program
(Using Ammar’s (2009) SRRSD as a framework
The development of reading comprehension instruction in EFL contexts highlights the significance of reading strategy instruction for improving comprehension Research trends emphasize the integration of self-regulated learning (SRL) into reading comprehension strategies Additionally, the benefits and challenges of merging SRL with reading strategy instruction in practical settings are discussed The second section summarizes intervention studies focused on enhancing self-regulated reading through comprehension strategy instruction, concluding with implications for the current study and outlining its framework.