THE EFFECT OF STUDENTS’ SELF-REGULETED LEARNING ON READING COMPREHENSION IN EFL CLASSROOM: SELAMBER PREPARATORY AND SECONDARY SCHOOL: GRADE 9 STUDENTS IN FOCUS

Abstract

The objective of this study was aimed at investigating the effect of self- regulated leaning strategies of students’ reading comprehension in Selamber Secondary school grade 9 students. To achieve this general goal, experimental study design was employed involving, experimental and control groups including 40, participants in each group. To gather the data intended, pre and post tests and a questionnaire were used as major data collection tools. On the basis of the analysis and interpretation of the data gathered, the finding showed that the significant number of participants in experimental group have brought positive change in their test results due to special treatment given to make them use self- regulated learning strategies. On the other hand, the control group participants, except for the first pre- test sessions, didn’t show positive change in their reading performances. Participants of the control group also found to be aware of their self- regulated learning strategies and seemed to be using them, but they were not found in doing so as it was revealed in their post test result. Hence, it was concluded that special treatment designed and given to participants of the experimental group has a significant difference on reading comprehension control group which have shown no significant change on their test because they were denied the opportunity and those control group participants found to be seemed aware of the self- regulated strategies, but practically they were no. so, it was recommended that it is necessary to create awareness in students with regard t o self- regulated learning strategies for overall benefit of the students; and concerned bodies at schools and elsewhere should collaborate to facilitate schools suitable for raising self- regulated learning strategies there to enhance the advantage of all stockholders