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

The present study examined the effects of teaching self regulated learning strategies on EFL students’ reading comprehension. Upper intermediate undergraduate EFL students (N=24, each group containing 12 students) were assigned to experimental and control groups. The experimental group received training on self regulated learning strategies and how to use these strategies in their reading comprehension course in 8 sessions, 4 weeks and 16 hours, while control group did not receive any instruction. Two parallel multiple choice TOEFL reading tests were used to measure the effects of self regulated learning strategy training. The data was analyzed through a sle of independent sle t test. The results of the study suggested that experimental group performed significantly better on posttest administration of the reading test.