On the Relationship between Self-regulated Learning Components and L2 Vocabulary Knowledge and Reading Comprehension

Abstract

Abstract-In the past two decades, self-regulation has been the center of heated debate in educational psychology. The present study attempted to investigate the relationship between Iranian EFL learners' selfregulated learning components and vocabulary knowledge and reading comprehension .To fulfill this objective, a 60-item vocabulary and reading comprehension TOEFL test was administered to a sample of 250 male and female college students majoring in English Teaching, English Language Translation, and English Literature. The Persian version of -Self-regulation Trait Questionnaire‖ was administered to the same participants. Pearson correlation procedure was used to analyze data. Results indicated that the correlation between selfregulated learning components: planning, self -checking, effort and self-efficacy gave mixed results. That is to say, two of the correlation coefficients, self -checking and effort were significant while the other two, planning and self-efficacy, were non-significant.

The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

“…As Alexander and Jeton (2000) state, students who are taught strategies start to think metacognitively about strategies to improve their reading. Findings of the present study resonate with several other studies, e.g., Ghaith and Amal (2003); Jacob, Rottenberg, Patrick, and Wheeler (1996); Khezrlou (2012); Shokrzade (2010);and Zarei (2012). Shokrzade (2010) studied the impact of metacognitive strategies and critical thinking ability on learner comprehension and found that metacognitive strategy instruction had a positive impact on learners' reading comprehension.…”

“…Both increased their positive attitude and finally caused them to like reading more. Zarei (2012) investigated the effect of cooperative activities on Iranian learners' reading comprehension, and his study did not confirm a superior effect of cooperative learning over non-cooperative learning with respect to reading comprehension among advanced general English proficiency level students. He found that low proficiency level students gained more from communicative activities than the more advanced students.…”

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

“…Similarly, Ayatollahi, Rasekh, and Tavakoli's (2012) findings were likely to confirm the idea that part of the achievements in L2 academic reading ability can be the result of SRLSs and epistemological beliefs. Furthermore, Zarei and Hatami's (2012) research suggested that the relationships between self-regulated learning (SRL) components and reading comprehension knowledge of learners are mixed. Moreover, Al Asmari and Mahmoud Ismail (2012) found that some of the SRLSs are predictors of reading comprehension.…”

Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

“…Un grupo de estudiantes en formación docente aún no han vivido una experiencia significativa al interior de las asignaturas. Por esto, es necesario orientar la lectura de los textos académicos en función epistémica para que los estudiantes puedan tener contacto con la producción académica disciplinar y darle un sentido significativo a la lectura (Zarei y Hatami, 2012), y así hacer "uso del lenguaje para pensar, descubrir, transformar, crear y construir el saber" (Serrano Moreno, 2014).…”