Does Self-Regulation Affect EFL Preservice-Teachers’ Critical and Creative Reading? Instructional Implications
Keywords:
Self-regulated learning, Reading instruction, Critical and creative reading, EFL teaching, Pre-service teachersAbstract
This study aimed to investigate the effect of using self-regulated learning strategies (SRLSs) to develop some critical and creative reading comprehension skills of 50 third-year preservice teachers at the Faculty of Education, Assiut University, Egypt. The research employed a quasi-experimental quantitative approach, in which participants were evenly split into control and experimental groups based on a reading comprehension assessment. The results showed there was no statistically significant difference between both groups’ mean scores in the reading comprehension pre-test. However, there were significant differences between the control and experimental groups' means in the creative reading skills in the reading post-test, favouring the experimental group, unlike the critical skills that showed no significant mean differences between both groups. Implications of the study include the need to integrate strategy instruction, particularly those based on self-regulation, in teacher education contexts. Recommendations were discussed along with suggestions for further research.
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