چكيده
Self-regulated learning strategies have recently received a remarkable attention by L2 researchers. The aim of present study was to explore the effect of self-regulated learning strategies on learning idiom by female EFL learners while reading. The self-regulation instrument was developed through three different processes: personal, environmental and behavioral self-regulated focusing on the realm of idiom learning. For this purpose, 80 of total number of 200 participants studying at TOKTAM Language Institute were chosen through taking the NELSON general proficiency test for homogenization prior to the study. According to their result in the sample idiom test as a pretest, 50 out of 80 participants were selected. They then were randomly put into two groups, namely, the experimental group (25 females) and control group (25 females) .The study was run for 8 sessions of 30 minutes in four weeks in which the experimental group experienced learning some components of self-regulated learning strategies along with their course book but the control group did not. A sample idiom posttest the same as pretest was administered to both groups after the treatment period. The mean scores of the groups on pretest and posttest were computed through t-test to test the hypothesis raised in the study. The results showed that the experimental group outperformed significantly better after the treatment period than the control group. The finding could be employed by L2 learners, EFL teachers, and curriculum designers and learners might be learned how to enhance and regulate their idiom learning in the context of Iran.
