OICC Press Journal of Language and Translation 2645-3738 14 2 2024 04 25 Effect of Self-regulation Instruction on L2 Motivational Self-system and Reading Comprehension of Iranian EFL Learners 113 127 10.30495/TTLT.2024.1047023 EN Sepideh Vafakhah Science and Research Branch, Islamic Azad University, Tehran, Iran Parviz Maftoon Science and Research Branch, Islamic Azad University, Tehran, Iran Masood Siyyari Science and Research Branch, Islamic Azad University, Tehran, Iran Journal Article 2024 04 25 While research signifies the role of emotions in second/foreign language education, the impact of receiving explicit instruction on EFL students’ emotions and language skills has been overlooked. To fill this gap, this study investigated the contribution of self-regulation strategy instruction to EFL learners' L2 motivational self-system, involving ideal L2 self, ought to L2 self, and attitude to L2 learning. To this end, a mixed-methods research design was utilized. The researchers administered L2 Motivational Self Questionnaire, Self-Regulated Language Learning Questionnaire (SRLLQ), and a Reading Test to 60 Iranian female EFL students. Also, semi-structured interviews were held to unpack students' opinions concerning the impact of self-regulatory instruction on their L2 motivational self-system. The results corroborated the effectiveness of self-regulation instruction in enhancing learners' L2 Motivational Self-System, improving reading performance, and increasing motivation, autonomy, and self-confidence. The results encourage teacher educators to make teachers familiar with novel approaches regarding self-regulation instruction to increase the quality of language teaching.