Self-Regulated Learners in Voluntary Reading: The effects and Implications on EFL Reading Classes

Year 2019, Volume: 7 Issue: 4, 867 - 883, 15.12.2019

Agus Sholeh

https://doi.org/10.17478/jegys.621021

Cited By: 3

Abstract

This study was an attempt to investigate how
self-regulated learning through voluntary reading (VR) affects EFL students’
reading comprehension. The researchers transform the self-regulation strategy
that is usually done in class into self-checking voluntary reading card based
on self-regulated learning (SRL). This
research applied quasi-experimental
with pre-test post-test control
group design and to
achieve the goal, 93 Indonesian EFL learners of a private university in East
Java, Indonesia were chosen based on their performance on preliminary research
treated as experimental and control group. The experimental group did VR
activity and SRL strategies, and the control group received direct teaching. The data were analyzed using t-test and the result showed that that the self-regulation through voluntary
reading has a significant effect on students’ reading comprehension. This study
implicitly reminds all EFL teachers in Indonesia to pay more attention to
increase students’ self-regulation and to overcome the problems of
independence, interest, habit in reading, and reading comprehension that the
students face.

Keywords

Self-regulated learning, voluntary reading, EFL reading classes

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