Self-Regulated Learning Strategies of Academic-Digital Reading Comprehension: A Narrative Inquiry

Abstract

Numerous studies have investigated self-regulated learning (SRL) strategies and reading comprehension in L2/ foreign language contexts. Nevertheless, limited attention of research has been concentrated on an online reading test. Reading strategies on the computer screen is different from printed paper, especially for test purposes. Students need to regulate their learning process in digital mode and manage their time to read the text. This study aims to find out how EFL students use their SRL strategies to achieve higher scores in reading comprehension on online tests. This present study uses a narrative inquiry of qualitative research approaches. The participants who passed the examination were selected based on the highest test scores of TEP (Test of English Proficiency) which was held by the doctoral program at a state university in Indonesia. The test materials of TEP are similar to TOEFL. The findings provide cognitive, metacognitive, and motivational strategies that may help EFL students achieve higher scores in online reading tests.