Enhancing Students’ Reading Comprehension and Self-Regulation in a Blended Learning Environment: An Intervention Study

Self-regulated learning (SRL) studies in EFL reading comprehension have been widely explored over the past decades across diverse educational settings. However, evidence regarding the effects of SRL interventions on students’ reading comprehension and SRL skills in a blended learning (BL) environment remains insufficient. This study sought to scrutinize the implications of SRL training on students’ reading comprehension and SRL skills in a BL learning environment. The study involved 61 students divided into an experimental group (n = 32) and a control group (n = 29), from the second-semester students of the English department at one of the private universities in West Nusa Tenggara Province, Indonesia. A reading comprehension test and an Online Self-regulated Learning Questionnaire (OSLQ) were used as the instruments to collect the data. The data were analyzed through a MANOVA and a size effect test to evaluate both statistical and practical significance. The findings revealed that SRL training significantly influenced students’ reading comprehension; nonetheless, its effect size was modest. In contrast, the intervention did not meaningfully influence students’ SRL skills. The findings provided evidence that while the instructional treatment effectively enhanced students’ reading comprehension, more intensive SRL training is required to develop and strengthen students’ learning behaviour meaningfully.