Exploring the Effectiveness of Pre- and Post-Reading Activities on the Development of Reading Motivation and Self-Regulation as Essentials for Reading Comprehension

Ajideh, P. (2006). Schema-theory-based considerations on pre-reading activities in ESP textbooks. Retrieved from: https://www.researchgate.net/publication/253635830_Schematheory_Based_Considerations_on_Prereading_Activities_in_ESP_Textbooks.

Albayrak, H., & Sener, T. (2021). The relationship between participation in extracurricular activities and motivation of foreign language learning. International Journal of Psychology and Educational Studies, 8(2),122-132.

Alfallaj, F. S. S. (2017). Reading competence of the Saudi EFL learner: Empowering the teachers through linguistics. Advances in Language and Literary Studies, 8(3), 12-17.

Alghonaim, A. S. (2020). Impact of related activities on reading comprehension of EFL students. English Language Teaching, 13(4),15-27.

Ammar, A. (2009). The effects of self-regulated reading strategy development on the prospective EFL teachers’ critical reading skills and reading motivation. Retrieved from: http://repository.ksu.edu.sa/jspui/handle/123456789/4671.

Ansarin, A. A., & Javadi, S. (2018). Masked semantic/associative and translation priming across languages. East European Journal of Psycholinguistics, 5(1), 7-15.

Brown, J. M, Miller, W. R, & Lawendowski, L. A. (1999). The self-regulation questionnaire. In: Vande Creek, L., Jackson, T.L., (eds.) Innovations in clinical practice: A sourcebook. Vol. 17. Sarasota, FL: Professional Resource Press/Professional Resource Exchange. 281-292.

Chae, J. H. (2019). Efficacy of self-regulation strategy on reading comprehension development for students with reading difficulties. Retrieved from: https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1092&context=sped_etds.

Chandavimol, M. (1998). Reading comprehension: An active engagement or a passive experience? PASAA, 28, 31-42.

Colorado, C. (2007). Introducing a text before reading. Retrieved from: http://www.readingrockets.org/article/14339.

Csizer, K., & Dornyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36. http://doi.org/10.1111/j.0026-7902.2005.00263.x.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1(1), 31-47.
http://doi.org/10.3776/joci.2007.v1n1p31-47.

Day, R., & Bamford, J. (2000). Reaching reluctant readers. English Teaching Forum, 38(3), 12-17.

Dhanapala, K. V., & Hirakawa, Y. (2016). L2 Reading motivation among SriLankan university students. Reading Psychology, 37(2), 202-229. http://doi.org/10.1080/02702711.2015.1025163.

Dobakhti, L., Zohrabi, M., & Masoudi, S. (2022). Scrutinizing the affective predictors of teacher immunity in foreign language classrooms.Teaching English Language, 16(1), 65-88. https://doi.org/10.22132/TEL.2022.148550.

Dobakhti, L., Zohrabi, M., & Tadayyon, P. (2020). An Investigation into the Impact of Rote and Mnemonic Strategies on Vocabulary Learning of Iranian Elementary EFL Learners. Teaching English Language, 14(2), 323-344.

Dornyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230-248.

Farrokhi, F., Zohrabi, M., & Chehr Azad, M. H. (2018). Corrective feedback and Iranian EFL learners' spoken complexity and accuracy. Teaching English Language, 12(2), 117-143. http://doi.org/10.22132/tel.2018.76934.

Ferreira, P. C., & Simao, A. M. V. (2012). Teaching practices that foster selfregulated learning: A case study. Educational Research eJournal, 1(1),1-16.

Gardner, R. C., & Maclntyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26(1), 1-11.

Ghelichli, Y., Seyyedrezaei, S. H., Barani, G., & Mazandarani, O. (2022). The mediating role of self-regulation between student engagement and motivation among Iranian EFL learners: A structural equation modeling approach. Journal of Modern Research in English Language Studies, 9(1), 183-206.

Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading. Massachusetts Institute of Technology.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.

Guzel, S. (2022). The importance of reading activities in reading comprehension. Journal of Interdisciplinary Innovation Research, 2(1), 29-34.

Hemmati, F., Sotoudehnama, E., & Morshedian, M. (2019). The impact of teaching self-regulation in reading on EFL learners’ motivation to read: Insights from an SRL model. Journal of Modern Research in English Language Studies, 5(4), 131-154.

Jamshidi, P., & Yazdani Moghaddam, M. (2013). The effect of Iranian EFL learners’ awareness of reading comprehension strategies on their motivation to read. International Journal of English Language
Education, 1(1), 23- 37. https://doi.org/10.5296/ijele.v1i1.2995.

Jingblad, J. & Johansson, H. (2017). How to create an environment in which students are self-motivated to read fiction in English in the ESL classroom: A quantitative study from students’ point of view analyzed with the self-determination theory. Semantic Scholar.

Kamgar, N., & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners’ critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences,
232, 776-783.

Kern, R. G. (2003). Literacy as a new organizing principle for foreign language education. In P. C. Patrikis (Ed.), Reading between the Lines: Perspectives on foreign language literacy (pp. 40-59). Yale University Press.

Khajavi, Y., & Abbasian, R. (2013). Improving EFL students’ self-regulation in reading English using a cognitive tool. The Journal of Language and Linguistic Studies, 9(1), 206-222.

Koehler, A. (2007). Raising awareness of self-efficacy through self-regulated learning strategies for reading in secondary ESL classroom [Unpublished master’s thesis]. Hamline University, Minnesota. Retrieved from: http://www.hamline.edu/WorkArea/DownloadAsset.aspx?id=2147490886

Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25(2), 149-169.

Kumi-Yeboah, A. (2012). Self-regulated learning and reading in social studies K-12 level. International Forum of Teaching and Studies, 8(2), 25-31.

Maftoon, M., & Tasnimi, P. (2014). Application of self-regulation in reading comprehension. Journal of Language Teaching and Research, 5(4), 844-855. http://doi.org/10.4304/jltr.5.4.844-855.

Marzban Qadikolaei, A., & Mansouri Qadikolaei, A. (2023). The impact of peer Corrective feedback on extroverted and introverted Iranian elementary L2 learners’ reading comprehension. Journal of Modern Research in English Language Studies, 10(4), 87-111.

Mbato, C. L. (2013). Facilitating EFL learners’ self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context (Master’s thesis). Southern Cross University,
Lismore, NSW.

Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), 91-110.

Mills, S. (2022). Post-reading activities for ESL students. 

Mulcahy-Ernt, P. I., & Caverly, D. C. (2009). Strategic study-reading. In R. F. Flippo, & D.C. Caverly (Eds.), Handbook of college reading and study strategy research (2nd ed., pp. 177-198). Erlbaum.

Nabavi Ekhlas, N., & Shangarffam, N. (2012). The relationship between determinant factors of self-regulation strategies and main language skills and overall proficiency. Social and Behavioral Sciences, 70, 137-147. https://doi.org/10.1016/j.sbspro.2013.01.049.

Nejadihassan, S. (2015). The relationship between self-efficacy, selfregulation and reading comprehension of Iranian EFL learners. (Unpublished master’s thesis), Islamic Azad University, Gorgan, Iran.

Nemati Moghaddam, N., & Mahmoudi, A. (2016). The effects of pre-reading activities on reading comprehension of Iranian EFL learners. Advances in Language and Literary Studies, 7(3), 235-242. https://doi.org/10.7575/aiac.alls.v.7n.3p.235.

Protacio, M. S. (2017). A case study exploring the reading engagement of middle grades English learners. RMLE Online, 40(3), 1-17.

Ranjbar Mohammadi, R., Saeidi, M., & Ahangari, S. (2020). Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach. Cogent Education, 7(1), 1-22. https://doi.org/10.1080/2331186X.2020.1746105.

Stoeger, H., & Ziegler, A. (2008). Evaluation of classroom-based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3(3), 207-230.

Swalander, L., & Taube, K. (2007). Influences of family-based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230.

Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19(1), 1-18.

Toprak, E. L., & Almacıoglu, G. (2009). Three reading phases and their applications in the teaching of English as a foreign language in reading classes with young learners. Journal of Language and Linguistic Studies, 5(1), 21-36.

Turkben, T. (2019). The effect of self-regulation based strategic reading education on comprehension, motivation, and self-regulation skills. International Journal of Progressive Education, 15(4), 27-46. https://doi.org/10.29329/ijpe.2019.203.3.

Vidal-Abarca, E., Mana, A., & Gil, L. (2010). Individual differences for selfregulating task-oriented reading activities. Journal of Educational Psychology, 102(4), 817-826. https://doi.org/10.1037/a0020062.

Wigfield, A., & Guthrie, J. (2000). Engagement and motivation to read. In M. Kamil, & P. Mosenthal, D. Pearson, R. Barr (Eds.), Handbook of reading research. Earlbaum.

Williams, E. (1987). Classroom reading through activating content-based schemata. Reading in a Foreign Language, 4, 1-7.

Yokubjonova, Sh., Yunusov, A., & Ummatova, L. (2022). The use of postreading activities in secondary schools in FLT. Eurasian Journal of Learning and Academic Teaching, 8, 181-182.

Zhang, D. (2022). Affective cognition of students’ autonomous learning in college English teaching based on deep learning. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2021.808434/full.

Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 82(3), 1-23.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychology, 25(1), 3-17.

Zohrabi, M., & Jafari, H. (2020). The role of think-pair-share interactional activity on improving Iranian EFL learners’ willingness to communicate. Teaching English Language, 14(1), 153-182.

Zohrabi, M., & Radkhah, S. (2019). A comparative analysis of institutional identities in a corpus of English and Persian News interviews. Journal of Research in Applied Linguistics, 10(1), 132-154.

Zohrabi, M., & Shokrzadeh, A. (2017). A study of Iranian EFL teachers’ perceptions and practices regarding listening instruction. Teaching English Language, 11(1), 1-38.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging selfregulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University.