EFL Students’ Use of Self-regulated Learning Strategies in Comprehending Academic Reading: An Interview Study

Abstract

A study about self-regulated learning strategies in reading comprehension

may be beneficial to provide perspectives on how a university student applies self- regulated learning strategies in reading comprehension. In this study, the

researcher used three instruments. The first was reading task logs adapted from Maftoon and Tasnimi (2014) for three journal articles. The second was observational notes which also served as secondary data sources. The third instrument used was interview questions which served as primary data, while the questions were framed by using the conceptual definition of Zimmerman and Pons (1986). Looking at the participants' answers during interviews, observing the class, reading the reading logs filled in by the participants, and the researcher's experience while working on this thesis, it turns out that self-regulated learning strategies can help learners dealing with challenges in comprehending academic texts.