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Abstract-Over the past three decades, researchers have found that motivational variables have an effective role in language skills and in academic achievement and success (Khajavi & Abbasian, 2013). An attempt was made in the present research to review the relationship between self-regulation as one of the motivational variables and reading comprehension. Moreover, the present paper is organized in the way that some of the significant notions of self-regulation and cyclical phases, and some models of self-regulated learning Pintrich's model and characteristics of self-regulated learners will be explained. Then, the notion of reading comprehension and different purposes of reading will be defined. Finally, some empirical studies on the relationship between self-regulation and reading comprehension will be elaborated.

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In the past two decades, emotional intelligence (EI) has generated an enormous amount of interest within the field of psychology and language learning. EI is assumed to be an essential characteristic in language learning; however, little attention has been paid to the ways of increasing EI in educational settings. The present study is an attempt to investigate the effect of collaborative output task of dictogloss on EFL learners' emotional intelligence. Forty pre-intermediate EFL learners in Sama institute in Iran participated in present study and they were randomly assigned to control and experimental groups. A composition writing test was used to measure participants' writing performance and TEIQUE (Petrides & Furnham, 2003) questionnaire implemented to examine their initial emotional intelligence. Then, the experimental group applied collaborative dictogloss task which focused on form and meaning of the text collaboratively, while the control group was taught under the conventional method which worked individually. The findings revealed that collaborative task of dictogloss had a significant effect on learners' emotional intelligence.