Learning Self-Regulation in a Stress-Free World: Technology-Assisted Reading Comprehension

Self-regulation, personally-oriented process toward the attainment of learning goals, is a constructive way which can control detrimental thoughts in language learning process. The present study aims at finding out whether the Internet, which is known as a stress-free learning environment, can enhance Iranian male and female EFL students’ reading comprehension through self-regulation or not. To achieve this, 43 junior EFL students at Islamic Azad University, Shiraz Branch were selected randomly. After taking a pre-test of reading comprehension, they were instructed on reading strategies and required to use the Internet sources for their reading comprehension in a self-regulative manner and with no teacher supervision. After a period of about three months, they took another reading comprehension test and participated in an interview. The comparison of the students’ performances in the pre- and post-tests of reading comprehension revealed that students had improvements in their comprehension. It was also discovered that female students outperformed their male peers in their reading abilities. The results of the analysis of the interview also showed that self-regulation in a virtual environment helped the Iranian EFL students manage their reading activities in a stress-free mode and thereby foster their reading comprehension to a considerable degree.