Self-regulated learning and reading comprehension : implications for reading instruction

Abstract EN

This study aimed at investigating effect of a suggested program based on self-regulated learning strategies on 50 third-year English majors' mastery of some reading comprehension skills at the Faculty of Education, Assiut University.

Participants were equally divided into control and experimental groups.

The study adopted quasi-experimental methodology where the researcher developed the following instruments for research purposes: self-regulated learning program, reading comprehension test, and interview.

Data collection process included both quantitative and qualitative techniques.

Results were analyzed and findings revealed there was no statistically significant difference between the mean scores of both groups in the pre-administration of the reading comprehension test.

However, there were significant differences between control and experimental groups' means in the reading post-test, favoring the experimental group.