Self-regulated Reading Research Articles

Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students' English reading comprehension?

This study explored how reading motivation, self-regulated reading strategies and English vocabulary knowledge influenced students' English reading comprehension simultaneously in one model. A total of 543 students from five universities in Southern China completed a reading motivation questionnaire, a reading strategy questionnaire, two vocabulary knowledge tests, and a reading comprehension test. Multiple regression analysis results showed that reading efficacy and enjoyment, and vocabulary knowledge (i.e., both vocabulary breadth and depth) significantly predicted reading comprehension. When students were grouped into high, average, and low achievers on the reading test, monitoring strategies and vocabulary depth were found to significantly predict reading comprehension for the high achievers.

Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore

Reading is a key ingredient in a student’s education and their success as life-long learners. It is important in any subject taught in school, as textbooks and other written media are used to convey information being taught. Reading comprehension is an important component for student success both in and out of school. Reading is a key ingredient in a student’s education and their success as life-long learners. Students who self-regulate and take charge of their own reading will have a higher opportunity of achieving success. This study examines the self-regulated reading of Primary 6 students. This study investigated, through the transcendental phenomenological method, the self-regulated reading of the students with a focus on reading comprehension. Participants were asked to verbalize their experiences and provide descriptions of how they approached reading comprehension tasks. In so doing, they provide an understanding of the decisions, thought processes and experiences involved, as they engaged in the metacognitive, motivational and behavioral components of self-regulated reading.

Investigating EFL Pre-Service Teachers ability in Promoting Self-Regulated Reading in Reading Class

Reading is a systematic activity involving many strategies, such as cognitive and metacognitive. Self-regulated reading exists when participants use metacognitive strategies to govern the reading process, such as preparation, performance monitoring, and evaluation. As future teachers, EFL pre-service teachers must be able to teach self-regulated learning in their future classes since self-regulated learning is teachable and equips practical activities for class instruction. This study investigates pre-service teachers' abily to design activities that promote self-regulated reading in their lesson plan. This study uses a qualitative method with a case study design. There were about 10 EFL pre-service teachers who participated in this study. The data was taken from the lesson plan made by EFL Pre-service teachers. The data analysis results show that EFL pre-service teachers do not have adequate ability to design activities that cover all processes (personal, behavior, and environment) in promoting Self-regulated reading. Hopefully, the findings of this study will benefit the English Education Department, which is responsible for training programs for future English teachers.

The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy

The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors’ reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading self-efficacy? (3) What is the relationship between enhancing students’ reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups’ mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students’ reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.

Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning

Reading, as one of the four basic language skills, activates language learning. Tertiary-level students often undermine this opportunity and rarely read anything in addition to their course assignments. Rapid technological developments offer additional possibilities in this domain. The present study aims to define to what extent the specifically designed web-based reading platform (Readvise) can support and improve students’ second language reading skills with the intent to transform them into self-regulated reading (SRR) skills. The focus of this design-based research is 39 undergraduate students who study English as a second language (L2). According to the results, through the elimination of the main barriers and uncertainties declared by the students when reading independently in L2, the platform contributes to the advancement of L2 reading skills of the students, encourages changes in their L2 reading behaviour, fosters metacognitive abilities, and reinforces intrinsic reading motivation. When supported consistently through the platform, these features can ensure the development and enhancement of SRR skills in the long run, contributing equally to the improvement of the students’ L2 proficiency level.

Using think-aloud protocol in self-regulated reading research

This paper reviews studies that have used think aloud protocol to explore self-regulated reading process. The review intends to identify its major contributions and key methodological concerns related to the use of think-aloud protocol in self-regulated reading research. It addresses the following three questions: 1) what does think-aloud protocol enable researchers to learn about self-regulated reading?; 2) what methodological concerns do researchers have when using think-aloud protocol to explore self-regulated reading?; and 3) how can these concerns be addressed when designing think-aloud protocol for self-regulated reading research? In light of this review, suggestions are provided for further discussion on methodological issues in self-regulated reading research. Such discussions will inform researchers’ efforts to use think-aloud methods in self-regulated reading research.

Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments

The boom in Internet and communication technology has accelerated change in information delivery channels from paper to networked, digital displaying devices. Reading electronically has altered the cognitive and metacognitive processes readers use to approach science texts. Assessing reading in a digitized environment also opens up opportunities to examine the recursive process of self-regulated learning. However, a systematic analysis in this area across paper- and e-based environments is lacking. This study explores methods of assessing metacognition in reading informational science texts to address this gap. A total of 55 studies in 47 articles published from 1990 to 2016 investigating effects of metacognition on science reading are reviewed. The analysis reveals frequently applied methods, including self-report questionnaires for measuring metacognitive knowledge, event-based assessment for metacognitive skills, and questionnaires or interviews for metacognitive experiences. Community acceptable instruments are presented and illustrated. E-based environment has potential to support comprehensive and complicated measurement of metacognition. Future research may further the investigation of interactions among metacognitive components by designing sequential tasks and combining multiple assessment methods. Finally, triangulation of findings from various methods is essential in assessing metacognition involved in self-regulated reading.

The Think Aloud Approach. A Promising Tool for Online Reading Comprehension

Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to support students’ proficiency in the online reading comprehension. After presenting a rationale demonstrating why students may struggle with online reading comprehension and the importance to adopt a self-regulated reading, this study proposes a Teacher’s Guide that could support late primary and secondary school teachers in planning online reading lessons with the Think-Aloud (TA) metacognitive technique.

Self-Regulated Reading Comprehension Strategy Selection Through Diagnostic-Prescriptive Instruction: A Case Study

Self-Regulated Reading Comprehension Strategy Selection Through Diagnostic-Prescriptive Instruction: A Case Study

Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures

Being a skilled reader means being able to process a text both superficially and deeply. However, international assessments show that 15 year-old students continue to have difficulty in understanding a text deeply. The aim of this study was to examine the differentiated contribution of several facets of self-regulation in the understanding of a text at different levels among skilled and less-skilled readers. To this end, we collected both online (reading traces) and offline (metacognitive judgments) data. The reading processes of 55 final-year secondary school students (15–16 years old) were captured while reading an expository text. Afterwards they answered superficial and deep comprehension questions and judged their level of confidence in their answers after each question. The accuracy of these judgments was determined through the calculation of bias indices. Analyses of the students’ online reading traces enabled us to identify four distinct patterns of processes: Linear reading, linear rereading, linear reading with selective rereading, and reading with online rereading. Overall, less-skilled readers approached the text more linearly and routinely, while skilled readers were more flexible. Furthermore, offline bias measures were lower for superficial (vs. deep) comprehension questions and for skilled (vs. less-skilled) readers. Online and offline measures were significantly interrelated pointing to a common underlying skill. Last but not least, both online and offline measures significantly predicted performance beyond readers’ comprehension skill, but played different roles in superficial and deep comprehension. These findings highlight the importance of self-regulated comprehension, especially the role of active online monitoring when reading for deep comprehension.

Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence

Background/Context Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of results is rarely found in the research literature. In part, this may be due to inadequate indicators of strategy use. Purpose of study Prior research showed that high scores on self-reported strategy use were only mirrored in high levels of performance when students had sufficient metacognitive knowledge. To test the cross-country generalizability of the relationship between metacognitive knowledge, strategy use, and reading competence, we analyzed data from the PISA 2009-study, in which similar measures of metacognitive knowledge as well as of students’ strategy use were used. Research Design The study uses a cross-sectional correlational design. It draws on representative samples of fifteen-year-old students from 34 OECD countries taking part in the PISA 2009 study. The relations between students’ reading competence scores, their metacognitive knowledge as well as their self-reported use of learning strategies were analyzed. We used correlations, mediation, as well as moderator regression analyses to predict students’ reading competence. Findings/Results Results showed consistently moderate to high correlations between meta-cognitive knowledge and reading competence. There were also lower, but still significant, relationships between strategy use and both reading competence and metacognitive knowledge. Testing a “mediator model” with strategy use as a mediator resulted in small but significant effects of strategy use as mediator. Assuming that metacognitive knowledge might be a necessary precondition for effective strategy use, the study tested whether it served as a moderator. Results confirmed this moderator effect for many but not all countries. However, across all countries, there was a consistently high effect of metacognitive knowledge on reading competence, independent of the level of self-reported use of strategies. Conclusions/Recommendations The results are very similar across countries. Taken together, the findings suggest that metacognitive knowledge as measured by a test tapping declarative, conditional and relational strategy knowledge is an important predictor of students’ reading competence, and contributes significantly to our understanding of what helps students to become better readers. Metacognitive knowledge captures the prerequisite of adaptive strategic processing of texts. Increasing students’ knowledge in this domain is a promising approach when it comes to fostering self-regulated reading.

Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence

Background/Context Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of results is rarely found in the research literature. In part, this may be due to inadequate indicators of strategy use. Purpose of study Prior research showed that high scores on self-reported strategy use were only mirrored in high levels of performance when students had sufficient metacognitive knowledge. To test the cross-country generalizability of the relationship between metacognitive knowledge, strategy use, and reading competence, we analyzed data from the PISA 2009-study, in which similar measures of metacognitive knowledge as well as of students’ strategy use were used. Research Design The study uses a cross-sectional correlational design. It draws on representative samples of fifteen-year-old students from 34 OECD countries taking part in the PISA 2009 study. The relations between students’ reading competence scores, their metacognitive knowledge as well as their self-reported use of learning strategies were analyzed. We used correlations, mediation, as well as moderator regression analyses to predict students’ reading competence. Findings/Results Results showed consistently moderate to high correlations between metacognitive knowledge and reading competence. There were also lower, but still significant, relationships between strategy use and both reading competence and metacognitive knowledge. Testing a “mediator model” with strategy use as a mediator resulted in small but significant effects of strategy use as mediator. Assuming that metacognitive knowledge might be a necessary precondition for effective strategy use, the study tested whether it served as a moderator. Results confirmed this moderator effect for many but not all countries. However, across all countries, there was a consistently high effect of metacognitive knowledge on reading competence, independent of the level of self-reported use of strategies. Conclusions/Recommendations The results are very similar across countries. Taken together, the findings suggest that metacognitive knowledge as measured by a test tapping declarative, conditional and relational strategy knowledge is an important predictor of students’ reading competence, and contributes significantly to our understanding of what helps students to become better readers. Metacognitive knowledge captures the prerequisite of adaptive strategic processing of texts. Increasing students’ knowledge in this domain is a promising approach when it comes to fostering self-regulated reading.

A Study on Effects of Elementary School Students’ Use of Smart Phone upon Reading and Self-regulated Reading

This study investigated effects of elementary school students’ use of smartphone upon not only reading but also self-regulated reading. The subject was 6th year students of elementary school. The study investigated the students by smartphone addict self-diagnosis, reading conditions and self-regulated reading test. The findings were: The students’ ownership of smartphone and addiction had influence upon reading quantity, reading time and self-regulated reading, and had no influence upon time of use of smartphone. To help elementary school students make use of smartphone correctly and prevent smartphone addiction, the students should be educated at school and home, and also, proper way to teach students how to read books should be researched in the era of smartphone.

The Relationship among Intrinsic, Extrinsic Reading Motivation, Self-Regulated Reading, Reading Activities and Reading Abilities

The Relationship among Intrinsic, Extrinsic Reading Motivation, Self-Regulated Reading, Reading Activities and Reading Abilities

Implementation eines Programms zur Förderung selbstregulierten Lesens

Ziel der vorliegenden Studie war es zu prüfen, ob die langfristige Wirksamkeit eines in den regulären Unterricht implementierten Programms zur Anleitung zum selbstregulierten Lesen durch einen ergänzenden Auffrischungsbaustein gesteigert werden kann. An der Untersuchung nahmen 27 Klassen der 5. Jahrgangsstufe teil (n = 779). Das Unterrichtsprogramm wurde im regulären Deutschunterricht während des ersten Schulhalbjahres in 22 Klassen durchgeführt, von denen in zehn Klassen (n = 288) im zweiten Schulhalbjahr auch die Auffrischungseinheit unterrichtet wurde. In fünf Kontrollklassen (n = 139) fand regulärer Deutschunterricht statt. Die Lernzuwächse im Hinblick auf das Lesestrategiewissen und das Leseverständnis fielen in beiden Untersuchungsgruppen signifikant höher aus als in den Kontrollklassen. Eine langfristige Überlegenheit gegenüber der Kontrollgruppe lag allerdings nur in der Gruppe vor, die auch den Auffrischungsbaustein absolviert hatte. Hier fielen die Follow-up-Effekte sogar noch höher aus als die kurzfristigen Effekte unmittelbar nach Abschluss des Programms. Auffrischungsstunden stellen mithin einen aussichtsreichen Ansatz dar, um die Implementation von Unterrichtsprogrammen nachhaltig zu unterstützen.

Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance

Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial & Special Education, 22, 15–21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest–posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students.

Improving Marketing Students' Reading Comprehension With the SQ3R Method

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.

Self-regulated reading in adulthood.

Young and older adults read a series of passages of 3 different genres for an immediate assessment of text memory (measured by recall and true/false questions). Word-by-word reading times were measured and decomposed into components reflecting resource allocation to particular linguistic processes using regression. Allocation to word and textbase processes showed some consistency across the 3 text types and was predictive of memory performance. Older adults allocated more time to word and textbase processes than the young adults did but showed enhanced contextual facilitation. Structural equation modeling showed that greater resource allocation to word processes was required among readers with relatively low working memory spans and poorer verbal ability and that greater resource allocation to textbase processes was engendered by higher verbal ability. Results are discussed in terms of a model of self-regulated language processing suggesting that older readers may compensate for processing deficiencies through greater reliance on discourse context and on increases in resource allocation that are enabled through growth in crystallized ability.