ABSTRACT
The current study investigated the effects of a suggested SRR-based program on the prospective EFL teachers’ critical reading skills and reading motivation. In this sense, self-regulated reading (SRR) is basically concerned with defining instructional strategies that support students to develop the knowledge and skills required to direct their own reading activities across contexts and time. It subsumes research on cognitive strategies, metacognition and motivation in one coherent construct. The sample of the study involved a cohort of eighty - one third-year EFL students at Sohag Faculty of Education, Sohag, Egypt. They were randomly chosen from amongst the population of EFL students at Sohag Faculty of Education, and then were assigned to either an experimental group (N = 42) or a control group (N = 39). The experimental group students were taught reading using the suggested program that is based on the self-regulated reading paradigm, while the control group students were taught reading using the traditional approach. The experiment was administered by the researcher in the academic year 2002-2003 for about three months starting on Feb, 20th and ending on May, 15, 2003. By the end of the experiment, both groups were post-tested using The Test of Critical Reading and the Reading Motivation Questionnaire (designed by the researcher). Findings of the study indicated that students’ self-regulation of their EFL reading resulted in significant gains in their critical reading skills as well as in their motivation to read in English as a foreign language compared to the traditional reading instruction practices.