Self-Regulated Learning Instruction and the Relationships among Self-Regulation, Reading Comprehension and Reading Problem Solving: PLS-SEM Approach

Autor/inn/en	Mohammadi, Roya Ranjbar; Saeidi, Mahnaz; Ahangari, Saeideh
Titel	Self-Regulated Learning Instruction and the Relationships among Self-Regulation, Reading Comprehension and Reading Problem Solving: PLS-SEM Approach
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1746105 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1746105
Schlagwörter	Metacognition; Reading Strategies; Reading Comprehension; Second Language Learning; Second Language Instruction; English (Second Language); Problem Solving; Correlation; Reading Instruction; Pretests Posttests; Predictor Variables; Comparative Analysis; Foreign Countries; Learning Strategies; Questionnaires; Language Tests; Student Attitudes; Iran; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Problemlösen; Korrelation; Leseunterricht; Prädiktor; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Language test; Sprachtest; Schülerverhalten
Abstract	Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases of this study. In the first phase, the pretest PLS-SEM models were analyzed by evaluating the Motivated Strategies for Learning Questionnaire, Solving Problem Scale, and a test of reading comprehension. The results indicated that from among the components of SRL, cognitive and metacognitive strategies were the dominant predictors of reading comprehension and problem solving, respectively. In the second phase, the effects of SRL instruction and the traditional instruction of reading comprehension on the strength of the relationships were investigated by performing multigroup analysis and comparing f[superscript 2] and R[superscript 2] values in the pretest-posttest models. The results indicated that SRL instruction was significantly efficient in improving EFL learners' SRL strategies, reading comprehension, and reading problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01