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Cogent Education Volume 7, 2020 - Issue 1
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TEACHER EDUCATION & DEVELOPMENT

Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners

Davoud Amini1 Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, IranCorrespondence[email protected] [email protected]
View further author information
,
Mostafa Hosseini Anhari2 M.A. In TEFL, Azarbaijan Shahid Madani University, Tabriz, IranView further author information
&
Abolfazl Ghasemzadeh3 Department of Education, Azarbaijan Shahid Madani University, Tabriz, IranView further author information
|
Oleg Tarnopolsky4 Of Applied Linguistics, Alfred Nobel University, Dnipropetrovsk, UkraineView further author information
(Reviewing editor)
Article: 1787018 | Received 13 Apr 2020, Accepted 05 Jun 2020, Published online: 06 Jul 2020

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Agus Rianto. (2021) Examining gender differences in reading strategies, reading skills, and English proficiency of EFL University students. Cogent Education 8:1.
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Toni Mäkipää. (2021) Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland. Cogent Education 8:1.
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Articles from other publishers (10)

Rosy Southwell, Caitlin Mills, Megan Caruso & Sidney K. D’Mello. (2022) Gaze-based predictive models of deep reading comprehension. User Modeling and User-Adapted Interaction 33:3, pages 687-725.
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Rabia BÖREKCİ & Caner BÖREKCİ. (2023) The validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventoryThe validity and reliability of the Turkish version of revised metacognitive awareness of reading strategies inventory. International Journal of Assessment Tools in Education 10:2, pages 331-344.
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Wenli Wang, Parviz Sabbaghi & Siros Izadpanah. (2023) The study of the relationship between willingness to communicate and self-regulation with the mediating role of self-efficacy among English foreign language learners: structural equation modelling approach. Current Psychology.
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Chenjuan Jiang. (2023) Effect of Learner Factors on Chinese Undergraduates’ Translation Learning Performance: A Moderated Mediation Model. SAGE Open 13:2.
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Shahbaz Haider & Aleem Shakir. (2023) A Review of Factors Affecting the Acquisition of Second Language Reading Skills. Linguistics and Literature Review 9:1, pages 88-111.
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Iryna Levchyk, Hanna Chaikovska, Oksana Mazur & Nataliia Zakordonets. (2022) The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement. Acta Paedagogica Vilnensia 48, pages 26-46.
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Qiyu Sun & Lawrence Jun Zhang. (2022) Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach. Frontiers in Psychology 13.
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Guiti Mortazavizadeh, Mohammad Golshan & Mohammad Javad Rezai. (2022) Metacognitive Strategies Awareness and Use and Reading Comprehension of Iranian EFL University Students: A Structural Equation Modeling Approach. Iranian Evolutionary and Educational Psychology 4:3, pages 516-535.
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Blanka Tary & Edit Katalin Molnár. (2022) A MARSI-R kérdőív magyar adaptációja – olvasási stratégiák vizsgálata anya- és idegen nyelven egyetemi hallgatók körében. Iskolakultúra 32:5, pages 57-75.
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Sinan ZORLU & Gülsen ÜNVER. (2022) Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievementÖz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü. Turkish Journal of Education 11:2, pages 74-92.
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