Abstract
This study was an attempt to investigate the effect of self-regulation on EFL learners’ reading comprehension. To fulfill the purpose of this study, 149 Iranian EFL language learners studying at Islamic Azad Universities of Qazvin and Tehran (North, and Science and Research branches) were selected from a total number of 200 based on their performance on TOEFL PBT test and randomly put into two experimental and control groups. The experimental group received direct teaching along with task-based instruction on self-regulation in reading in ten sessions. The tasks/activities were designed based on self-regulation strategies proposed by Zimmerman (1989). The results showed the rejection of the null hypothesis, thus concluding that self-regulation has a significant effect on reading comprehension of Iranian EFL learners. This investigation has some implications for language programs for ESP/EAP purposes in Iran.
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