The Effect of Self-regulated Learning Instruction on Reading Comprehension and Critical Thinking: PLS-SEM Approach

This study aimed at investigating the relationships among SRL components, reading comprehension (RC), and critical thinking (CT) ability in English reading and determining the strength of these relationships after SRL instruction (SRLI).

183 Iranian EFL students participated in the study. First, the analyses of pretest PLS-SEM models were done by evaluating the three instruments of adapted motivated strategies for learning questionnaire, critical thinking in English reading questionnaire, and a test of reading comprehension.  Second, the efficiency of SRLI of RC on the strength of the relationships was investigated by using MGA and comparing loadings in the pretest and posttest models.

The results revealed that SRLI was significantly efficient in improving the relationships among SRL strategies, RC and CT (P<0.001).

This study has significant implications for syllabus designers, teachers and students.