Abstract:
Reading is a critical component of academic life. Undergraduate students' course success depends much
on how they process their reading. However, some studies show that students face difficulties in their
reading in several terms. These difficulties are twofold for English as a Foreign Language students who
have to deal with reading and language content. In this respect, students must be able to self-regulate
their reading activities in and outside classrooms. This study was intended to investigate the students'
levels of self-regulated learning in reading comprehension. This study used a cross-sectional design with
40 English Language Education Study Program students at Universitas Lambung Mangkurat. The
instrument was a questionnaire adapted from Zimmerman's Academic Self-Regulated Learning Scale
(2000). The questionnaire was distributed online to the students using Microsoft Forms. The data were
analyzed using a t-test. The findings show that the ways both groups of students regulate their cognitive
processes, motivation, and behavior within an educational setting are similar. Nevertheless, concerning
that the fourth-semester students might be more organized SRL students than the second-semester
ones, reading instructions must be structured to develop students' self-regulated learning. In other
words, lecturers should condition the instructions to enhance the students' self-regulation
Keywords: Reading Comprehension; Self-Regulated Learning
