Self Regulated Learning strategies as Predictors of Reading Comprehension among Students of English as a Foreign Language

This cross-sectional study investigates the self regulated learning strategies used as predictors of reading comprehension. Participants of the study were 248 EFL university students: 112 males and 136 females enrolled in the Faculty of Arts, Foreign Languages Department. The primary aims of the study were: (1) to examine whether there were positive relationships between the use of self regulated learning strategies and reading comprehension; (2) whether there were significant differences between males and females in use of self regulated learning strategies and reading comprehension; (3) and finally to gauge predictors of reading comprehension themselves through self regulated learning strategies towards learning English language. Students were asked to answer questions based on a 5-point Likert-scale self regulated learning Questionnaire and they were asked to read three different passages and answer the questions that followed each passage. The results of MANOVA also revealed that there were differences between males and females in the use of self regulated learning strategies in favour of females. However, there were differences between males and females in the reading comprehension test to the advantage of males. The results of MANOVA analysis revealed that there were differences between students across their different academic levels in self regulated learning strategies. There were also differences between students across different academic levels, in the reading comprehension test. The results of multiple regression reported that some of the self-regulated learning strategies were predictors of reading comprehension.