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The Effect of Using Self-Regulated Learning Strategies in Teaching Reading to EFL Secondary School Students on their Critical Reading and Reading Comprehension Skills
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The Effect of Using Self-Regulated Learning Strategies in Teaching Reading to EFL Secondary School Students on their Critical Reading and Reading Comprehension Skills
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Journal Article
The Effect of Using Self-Regulated Learning Strategies in Teaching Reading to EFL Secondary School Students on their Critical Reading and Reading Comprehension Skills
2021
Overview
Researchers have recently focused on self-regulated learning strategies as effective techniques of acquiring learning skills. The current study aimed to examine the effect of self-regulated learning strategies on improving reading comprehension and critical reading skills of Egyptian second secondary graders. Therefore, a quasi-experimental design was adopted; sixty EFL learners in two classes in Al-Farouk secondary school in Sadat city Menofya, in Egypt were selected. The study sample was split into two groups randomly. A control group that were instructed the targeted two reading comprehension units by the researcher but applying the conventional method of teaching, while the empirical group was instructed the same two units by the researcher but through the novel self-regulated learning strategies. Having experienced the relevant intervention, the participants were subjected to a critical-reading comprehension test. The study used descriptive statistics and Pearson correlation to analyze the data. The results revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension and critical reading performance. The study results indicated that there were statistically significant differences at )α ≤ 0.05) between the empirical group subjects' mean scores on the prereading comprehension skills test and the pre-reading critical reading test and their mean scores on the posttest in favor of the posttest. Likewise, there were statistically significant differences at (α ≤ 0.05) between the experimental group subjects' mean scores on the post reading comprehension skills test and the critical reading test of the control group subjects. The study findings have theoretical as well as pedagogical implications in the field of foreign language teaching and learning.
Publisher
جامعة مدينة السادات - كلية التربية
