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The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model

نویسنده:

(24 صفحه - از 139 تا 162)

Self-regulation is the ability to regulate one‘s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one‘s learning goals. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan‘s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. Moreover, the moderating role of the learners‘ proficiency level was investigated, as well. Self-regulation strategies which can be used while reading were taught to two experimental groups; they were trained to implement the three phases of Zimmerman and Moylan‘s cyclic SRL model while trying to make sense of the reading sections of their textbook. Meanwhile, two control groups received the traditional, routine reading instruction. The data of the study were collected through Mori‘s questionnaire of motivation for EFL reading before and after the treatment. A two-way analysis of covariance showed that self-regulation training, when directed at EFL reading, could significantly enhance the participants‘ motivation for EFL reading, but their level of proficiency did not have any moderating role in the outcome of self-regulation training. These findings can encourage teachers to train EFL learners in selfregulation strategies with the purpose of improving their motivation for reading.

خلاصه ماشینی:

The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model Fatemeh Hemmati1, Elaheh Sotoudehnama2, Mahboobeh Morshedian3* 1 Associate Professor, Department of Applied Linguistics, Payame Noor University, Iran, hematitefl@gmail. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan‘s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. These findings can encourage teachers to train EFL learners in self-regulation strategies with the purpose of improving their motivation for reading . g. , James, 2012; Stoeger & Ziegler, 2008; Swalander & Taube, 2007; Vidal-Abarca, Mana, & Gil, 2010). In addition, very few studies on the role of self-regulation in motivation for L2/EFL reading (e. Does self-regulation training through Zimmerman and Moylan‘s (2009) SRL model have any significant impact on the participants‘ motivation for EFL reading? As Table 6 indicates, after adjusting for pretest scores, the results of the two-way ANCOVA on the motivation for EFL reading questionnaire Journal of Modern Research in English Language Studies 5(4), 131-154. The results also revealed that participants‘ proficiency level did not moderate the impact of self-regulation instruction on the EFL learners‘ motivation for reading. This shows that self-regulation processes can be utilized equally effectively at both intermediate and advanced levels in order to promote learners‘ motivation for reading in English. This shows that EFL material developers and instructors need not be concerned about the students‘ proficiency level when including self-regulation processes in reading books and practices.


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