The Effects of Teaching Self-regulated Learning Strategies on EFL Students’ Reading Comprehension

Nejabati, Najva

doi:10.17507/jltr.0606.23

Cited by 32 publications

(35 citation statements)

References 13 publications

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“…In addition, findings of Somaye, Tarlan, and Moslm (2015) indicated about fruitful results of instructing self -regulation learning strategies because it is helpful in decreasing the test anxiety and beneficial in increasing the self-confidence (in subjects of math and biology) among high schools students of Iran. In the same way, it was observed in Iran that EFL undergraduate learners (experimental group) performed significantly better in reading tests as compared to control group in Iran (Nejabati, 2015).…”

Section: Introductionsupporting

confidence: 54%

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Habiba

Akhter

Batool

2019

GSSR

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This was proposed to investigate the effect of self-regulated learning strategies on 8th class students achievement for learning English. This was experimental research. Intact group (8th class students) pretest and posttest of design was utilized voluntarily for data collection. The experimental group was taught with SRL strategies and control group was taught with traditional strategy. The pre and post-administration results of group with intervention and control groups were compared to determine the use of SRL strategies had statistically significant effect on students achievement to learn English. Independent sample t-test and paired sample t-test and Repeated Measures Analysis were employed for data analysis. The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.

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Section: Introductionsupporting

confidence: 54%

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Habiba

Akhter

Batool

2019

GSSR

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“…In connection with English teaching, studies on this layer are not yet well-documented, and the available ones are mostly concerned with written English. To mention some, studies by Protentep (2008), Kartika (2015), Nejabati (2015), and Zhao (2016) may exemplify the trend. Protentep's (2008) study is on SRL by Thai students in an extensive reading program; Kartika (2015) investigated Self-regulated learning in writing; Nejabati (2015) on the effect of locus of control training on students' reading comprehension, and Zhao (2016) on foreign language teachers' guide for postgraduate students in academic reading course are among a very few reports that may be found in the literature.…”

Section: Introductionmentioning

confidence: 94%

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Suherdi

2019

Indonesian J. Appl. Linguist.

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Industrial revolutions always bring with them radical changes and, with various degrees, disruptive effects on the existing or ongoing technologies. In this conjunction, radical changes in doing education are now forthcoming, and some traditional ones are being disrupted. Many proposals are now being introduced to respond to the demands of the era. In relation to the teaching of English, the writer proposed a model, called SMELT I 4.0 DE, standing for a Synergetic Multilayered English Language Teaching for Industry 4.0 and Disruption Era. While the effects of each layer of the model (ICTC, SRLI, and TVCD) on students' ELT learning have been extensively reported, those of the layers in a synergetic whole are not yet wellinvestigated. Hence, a study on the use of SMELT I 4.0 DE is theoretically motivating and practically enlightening. For the very reason, a one-semester pilot project implementing the model in an English as a foreign language (EFL) class in Universitas Pendidikan Indonesia Senior High Lab School has been conducted in the first semester of 2018/2019. This paper is intended to present findings from the aforementioned SMELT I 4.0 DE pilot project. The data were collected through questionnaires, interviews, document analysis, and observations from a class of 29 students. It is shown that ICTC has been successful in (1) increasing students motivation and engagement, (2) giving them positive experience in utilizing students digital devices for educational purposes, and (3) encouraging students creativity; SRLI has triggered students self-regulation in planning, doing, and assessing their learning, self-selection of learning focus and materials, and strategies; and TVCD has enhanced students learning through self-discipline, honesty, confidence, collaboration, communication, and hardworking. In conclusion, the implementation of SMELT I 4.0 DE has resulted in significant progress in all aspects of students' learning under study.

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“…At the same time EFL learners should realize that knowledge and skills they study would help them become skillful learners. Learning to learn is defined as the capability to strive and endure in learning to adjust learner`s learning process over true and effective managing the time and information (Nejabati, 2015).…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learners in Voluntary Reading: The effects and Implications on EFL Reading Classes

Sholeh

2019

Journal for the Education of Gifted Young Scientists

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This study was an attempt to investigate how self-regulated learning through voluntary reading (VR) was implemented and affected on EFL students' reading comprehension. Self-regulation strategy is usually done in class but the researcher transformed into self-checking voluntary reading card based on self-regulated learning (SRL). The researcher applied quasi-experimental with pre-test post-test control group design to see the effectiveness of SRL in voluntary reading. The research was applied to 93 Indonesian EFL learners of a private university in East Java, Indonesia. They were chosen based on their performance on preliminary research treated as experimental and control group. The experimental group got treatment of VR activity with SRL strategies and the control group got direct teaching. The data were analyzed using t-test and the result showed that selfregulation through voluntary reading has a significant effect on students' reading comprehension. The average score of students with high SRL in experimental group is 83.96 with standard deviation 10.723, while students with low SRL got average score 79.22 with standard deviation 7.92. In control group, the average score of students with high SRL is 76.00 with standard deviation 8.483 and those who with low SRL got average score 65.83 with standard deviation 7.13. This study implicitly reminds EFL teachers to pay more attention to increase students' self-regulation and to overcome the problems of independence, interest, habit in reading, and reading comprehension.

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The Effects of Teaching Self-regulated Learning Strategies on EFL Students’ Reading Comprehension

Cited by 32 publications

References 13 publications

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Self-Regulated Learners in Voluntary Reading: The effects and Implications on EFL Reading Classes

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