الفهرس 
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Abstract
The current study aimed to examine the effect of self-regulated learning
strategies on improving reading comprehension and critical reading skills of
Egyptian second secondary graders. Therefore, a quasi-experimental design
was adopted; sixty EFL learners in two classes in Al-Farouk secondary school in
Sadat City Menoufia, in Egypt were selected. The study participants were
randomly divided into two groups. A control group that were instructed the
targeted two reading comprehension units by the researcher but applying the
conventional method of teaching, while the empirical group was instructed the
same two units by the researcher but through the novel self-regulated-learning
strategies. Having experienced the relevant intervention, the participants were
subjected to a critical-reading comprehension test. The study used descriptive
statistics and Pearson correlation to analyse the data. The results revealed that
there is a significant relationship between the students‟ use of self-regulated
learning strategies and their reading comprehension and critical reading
performance. The study results indicated that there were statistically significant
differences at ( a ≤ 0.05) between the experimental group second secondary
students’ mean scores on the pre-reading comprehension skills test and the prereading
critical reading test and their mean scores on the posttest in favor of the
posttest. Likewise, there were statistically significant differences at ( a ≤ 0.05)
between the experimental group subjects’ mean scores on the post reading
comprehension skills test and the critical reading test of the control group
subjects. The study findings have theoretical as well as pedagogical implications
in the field of foreign language teaching and learning.
Keywords: self-regulated learning strategies, reading comprehension and critical reading