Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

Abstract

ABSTRACT Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.