PE 42

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

24/06/94

ابراهيم عزتي

محمد آقاجانزاده

Self-regulated learning , Goal-oriention , Self-efficacy , EFL learners , Reading Comprehension

عزتي،ابراهيم , آقاجانزاده،محمد

The current study has been set out to reveal the possible relationship between Self-regulated Learning and Iranian EFL Learners’ Reading comprehension Ability. 50 Iranian EFL learners at BA from Payame Noor University of Rasht; participated in the study through random clustering. A TOEFL test by Longman (Phillips, 2003) was submitted as a placement test in order to see whether the students were knowledgeable enough in order to be qualified as the participants in this study. After recognizing the students’ qualification, a TOEFL reading comprehension test and Motivated Strategies for Learning Questionnaire (MSLQ) by Artino (2005) administered. Accordingly Pearson correlation coefficient using SPSS 16 software indicated that Self- regulated Learners performed significantly better on their reading comprehension test than non Self-regulated Learners (r=.552, P<0.05). Therefore, a positive relationship was found between motivation and reading comprehension(r=376, p<0.05), the findings also indicated a significant positive relationship between learning strategies and reading comprehension(r=566, p<0.05). The normal

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