The Effect of Training EFL Intermediate and Advanced Learners in Self-regulation on their Attitude toward EFL Reading Comprehension: Implementing an SRL Model

Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, self-regulated learning (SRL) entails plans and behaviors to attain learning goals. This study investigated the impact of training English as a Foreign Language (EFL) learner in a Zimmerman and Moylan’s Self-regulated Learning (SRL) model as directed at reading on their attitude toward EFL reading. It also examined whether the learners’ proficiency level could moderate the effect of self-regulation training. Two intact experimental groups were taught self-regulation strategies while reading, but two control groups received the traditional, routine reading instruction. The data of the study were collected by Yamashita’s questionnaire of attitude to EFL reading. Parametric two-way ANCOVA analysis showed that self-regulation instruction as directed at EFL reading could significantly improve participants’ attitude toward EFL reading, but their level of proficiency did not moderate the effectof self-regulation training. These findings can provide an incentive for the instructors to help Iranian EFL learners improve their attitude toward reading through using self-regulation strategies.