The effect of using self-regulated learning strategies on developing English language critical reading skills of governmental language secondary stage students

الملخص EN

The ultimate aim of the present study was to investigate the effect of using self-regulated learning strategies on developing some English critical reading skills for first year secondary school students.

The participants of the study were 28 EFL students at 24th Governmental Language Secondary School in Ismailia.

They constituted a one group pre-post test design.

They were taught using self-regulated learning strategies (SRLSs) which included eight sessions developed and taught by the researcher.

Data were obtained from administering a critical reading skills test which included items measuring how much students acquired these skills.

The data were analyzed statistically through the use of Cronbach's Alpha, t-test for paired samples, internal consistent validity and effect size (ES).

The results of the students' critical reading skills test were fairly high.

This revealed that the implemented self-regulated learning strategies had a significantly positive effect on developing the critical reading skills in English for secondary school students