Exploring Self-Regulated Learning Strategies in Reading Comprehension for English Majors: A Post-Pandemic Perspective

ABSTRACT

Incorporating effective reading strategies is vital to language learning, as reading is considered to be among the most fundamental skills in acquiring knowledge and achieving success. Research has shown that good readers are often high achievers, and with the support of technology and Self-Regulated Learning (SRL) strategies, students can further enhance their reading abilities to become more independent and successful learners. This study dives into the topic of SRL strategies use in reading comprehension for English majors, especially after the recent impact of the Corona pandemic. Through a comprehensive survey of 198 students from two Moroccan universities, this study uncovers significant perspectives on the correlation between SRL strategies and reading achievement. The results reveal that while Moroccan English majors reported a medium level of SRL in reading, female students outscored male students, whereas third year students outscored first and second year students. Meanwhile, a positive correlation was found between SRL strategies’ use and reading achievement. These findings suggest that learners, and male learners in particular, would benefit from being encouraged to use SRL strategies in reading. Furthermore, this study highlights the need for greater attention to time management strategies and peer learning, rehearsal, self-talk about efficiency, and elaboration. This research represents a valuable contribution to the literature on SRL strategies use in the context of EFL learning offering new directions for future research and implications for professors and students alike.

KEYWORDS:

• EFL
• English
• higher education
• reading
• self-regulated learning

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Otmane Omari

Otmane Omari, PhD in Linguistics and MA in Business Communication, is a professor of English at Abdelmalek Essaâdi University in Morocco. Driven by a deep passion for integrating technology into education, he creates an engaging and dynamic learning environment. As the Editor-in-Chief of the International Journal of Technology, Innovation, and Education (TIE), he contributes significantly to educational discussions. His research focuses on improving the quality of learning in higher education, fostering lifelong learning skills, and promoting effective problem-solving. Dr. Omari’s commitment to improving learning experiences aligns with his vision of empowering students with skills that go beyond traditional course materials preparing them for the challenges of the modern world. His areas of interest include Self-Regulated Learning, applied linguistics, EFL/ESL, e-learning, self-efficacy, business English, Life Long Learning, and motivation.

Abdelaziz Arssi

Abdelaziz Arssi, PhD in Education and MA in Business Communication, serves as an assistant professor at Mohammed V University in Rabat specializing in Didactics within the Faculty of Education Sciences. He also worked as a lecturer at the Faculty of Arts of Fez (Deaf Education 2009-2012) and the Technical University of Fez (Business Communication 2013-2016). With 30 years of experience as an English teacher at the Ministry of Education, Dr. Arssi is also a Moroccan sign language expert, dedicating over 29 years to the Deaf community and NGOs across Morocco. He chaired the African Contact Group for Mental Health and Deafness from 2006 to 2016. Additionally, he contributed significantly to Deaf education, sign language training, and various USAID-funded projects demonstrating his expertise in communication and inclusive education. Dr. Arssi can be contacted via e-mail at [email protected]