Self-Regulated Strategy Development (SRSD) and the Reading Process: Effects on Reading and Metacognitive Awareness

Naghmeh Hamouleh Mardani, Akbar Afghary


The present study was an attempt to investigate the effects of self-regulated strategy development (SRSD) on L2 learners’ reading and metacognitive awareness. More specifically, this study aimed to introduce a self-regulated reading intervention as a means of fostering reading comprehension of L2 learners in the Iranian context and to investigate the metacognitive learning of the participants in this study, who were 60 female Iranian EFL learners at the upper-intermediate level in two groups of experimental and control. The learners in treatment group met twice a week and were taught on the basis of SRSD during the course. The control group learners, however, received a conventional classroom instruction as traditional or explicit method of reading instruction. After pretest and posttest in reading, the metacognitive awareness inventory (MAI) designed by Schraw and Dennison (1994) was distributed among the EFL learners in order to measure their metacognitive awareness. Based on the analysis of the data, it was concluded that using SRSD as a strategy to foster learners' reading comprehension was effective, but it did not have significant effects on metacognitive awareness of the learners.


self-regulated strategy development (SRSD), reading comprehension, metacognitive awareness

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