Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model

The Value of Metacognitive Control Training in Enhancing Moroccan EFL Learners’ Reading Process in Tertiary Education

“…In essence, a grouping of educational researchers (Butler, Cartier, Schenllert, Gagnon, & Giammarino, 2011;Maftoon & Tasnimi, 2014;Roohani & Asiabani, 2015;Morshedian, et al, 2017) strongly advocate the perceived usefulness and efficacy of the adoption of self-regulated/ self-controlled reading in academic contexts as it results in enhanced, competent kind of textual reading among the learners. This provides evidence that self-regulated/ self-controlled reading is a functional determinant of successful achievement at the level of reading comprehension.…”

“…Essentially, given the marked premise that most learners inadequately use metacognitive reading strategies, the training in metacognitive control is intended to equip the experimental EFL learners with planning, monitoring and evaluating strategies. The main rationale for the adoption of this kind of training is that it can aid the subjects to strengthen their knowledge pertaining to diverse metacognitive control strategies (e.g., planning, monitoring, evaluating), initiate them into the operation of practising the taught strategies and help them foster the potential of applying them more independently (e.g., Jones et al, 1987;Pressley, 2000;Maftoon & Tasnimi, 2014;Morshedian et al, 2017).…”

“…In this context, whereas some instructional interventions focused on the instruction of self-questioning (André & Anderson, 1978-79;Janssen, 2002), schemata construction/ question generation (Singer & Donlan, 1982), and meaning inferring (Kern, 1989;Hall, 2016), other interventions addressed such techniques as paraphrasing (Lauterbach & Bender, 1995), semantic mapping/ experience-text-relationship (Carrell, et al, 1989) and note-taking (Rahmani & Sadeghi, 2011). Further, other reading scholars undertook interventions on think-aloud (Bauman, Seifert-Kessel, & Jones, 1992;Boulware-Gooden, et al, 2007), comprehension monitoring (Bereiter & Bird, 1985;Casanave, 1988), goal-setting (Johnson, Graham, & Harris, 1997), and self-regulation/ self-control (Short & Ryan, 1984;Maftoon & Tasnimi, 2014;Morshedian, Hemmati, & Sotoudehnama, 2017). These specific reading-related intervention research studies, among others, brought about concrete, positive results at the level of reading performance amongst the target learners and confirmed the viability and efficiency of strategy instruction in the improvement of academic textual reading.…”

“…This, indeed, cannot allow learners, in a way or another, to develop the complete ability to adopt self-regulated and self-directed reading behavior as a key contributor to the meaning construction procedure. Further, some studies (Maftoon & Tasnimi, 2014;Morshedian, et al, 2017) focused on self-regulation/ self-control instruction in textual reading without addressing the variable of text genre (i.e., narrative, expository). Taking account of this state of affairs, the current study attempts to put to test the applied value of the process of providing Moroccan EFL university learners with a comprehensive instruction in metacognitive control strategies (planning, monitoring, and evaluating) in approaching various text genres (i.e., narrative, expository).…”

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

“…Teachers are believed to be active agents in introducing and supporting students' SRL [21]. Although several training models and intervention programs have been proposed to support the teaching and learning of SRL skills [22,23], teachers often remain unsure about how to promote it in classrooms [24,25]. Nonetheless, a few studies have examined teachers' beliefs and practices within naturalistic settings (i.e., classrooms) to understand their perspectives and modes of supporting students' SRL [14,15].…”