الفهرس 
acknowledgementOnly 14 pages are availabe for public view
 |  | from | 16 |  |  |
| | | from | 16 | | |
Abstract
The ultimate aim of the present study was to investigate the effect of
using self-regulated learning strategies on developing some English critical
reading skills for first year secondary school students. The participants of
the study were 28 EFL students at 24th Experimental Language Secondary
School in Ismailia. They constituted a one group pre-post test design. They
were taught using self-regulated learning strategies (SRLSs) which included
eight sessions developed and taught by the researcher. Data were obtained
from administering a critical reading skills test which included items
measuring how much students acquired these skills. The data were analyzed
statistically through the use of Cronbach’s Alpha, t-test for paired samples,
internal consistent validity and effect size (ES). The results of the students’
critical reading skills test were fairly high. This revealed that the
implemented self-regulated learning strategies had a significantly positive
effect on developing the critical reading skills in English for secondary
school students.