چکیده:
The emerging technologies and their applications in education necessitate attempts to establish and test theories that can affect the optimal benefit of student learning and teacher training. Self-regulated learning theory is one of the most influential ones that recognize the interconnections of different factors for optimal learning as an ongoing process. Therefore, this study attempted to probe the efficiency of self-regulated learning to develop learners’ reading comprehension and willingness to admit wrongness in an online learning context in addition to the conventional face-to-face learning environment. To address this issue, an experimental design was used. The experimental groups were instructed to be self-regulated through receiving self-regulated learning strategies, while the control group received no self-regulated instructions. Paired sample t-test along with effect size and one-way analysis of covariance was applied. The statistical analysis of the paired sample t-test indicated that just the experimental groups contributed significant improvement in being empowered with higher levels of reading comprehension and willingness to admit wrongness. Besides, as the Ancova analysis showed, the online group had a better performance compared with the control and conventional group regarding the reading comprehension skill. The findings tend to direct the attention of researchers, teachers, and course designers toward the importance of using self-regulation models as a possible way to move away from traditional teaching.