Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

Autor/inn/en	Abbasian, Gholam-Reza; Hartoonian, Anahid
Titel	Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension
Quelle	In: English Language Teaching, 7 (2014) 6, S.160-167 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Metacognition; Correlation; Learning Processes; Reading Comprehension; Teaching Methods; Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Questionnaires; Foreign Countries; Learning Strategies; Statistical Analysis; Language Tests; College Students; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Learning process; Lernprozess; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Language test; Sprachtest; Collegestudent
Abstract	Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency and reading comprehension. Then, they were asked to fill out Self-Regulated Learning Strategies Questionnaire (Al Asmari & Mahmoud Ismail, 2012). To analyze the data, descriptive statistics and Pearson correlation were conducted. The results revealed that there is a significant relationship between the students' use of self-regulated learning strategies and their language proficiency. Also, a significant relationship between the students' use of self-regulated learning strategies and their reading comprehension was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01