Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners
The research on the effects of metacognitive strategy awareness and self-regulation on second language reading achievements has come to confirmatory conclusions. However, the associations and possible interactions between metacognitive and self-regulatory capacities have been subject of debate. Theo...
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Taylor & Francis Group
2020-01-01
|
Series: | Cogent Education |
Subjects: | |
Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1787018 |