Investigating EFL Pre-Service Teachers ability in Promoting Self-Regulated Reading in Reading Class

Abstract

Reading is a systematic activity involving many strategies, such as cognitive and metacognitive. Self-regulated reading exists when participants use metacognitive strategies to govern the reading process, such as preparation, performance monitoring, and evaluation. As future teachers, EFL pre-service teachers must be able to teach self-regulated learning in their future classes since self-regulated learning is teachable and equips practical activities for class instruction. This study investigates pre-service teachers' abily to design activities that promote self-regulated reading in their lesson plan. This study uses a qualitative method with a case study design. There were about 10 EFL pre-service teachers who participated in this study. The data was taken from the lesson plan made by EFL Pre-service teachers. The data analysis results show that EFL pre-service teachers do not have adequate ability to design activities that cover all processes (personal, behavior, and environment) in promoting Self-regulated reading. Hopefully, the findings of this study will benefit the English Education Department, which is responsible for training programs for future English teachers.