Abstract Self-regulation involves the thoughts, behaviors and feeling that are generated internally and aimed at achieving specific objectives (Zimmerman, 2002). This thesis investigates the application of self-regulated learning strategies within the realms of reading and writing, exploring any potential relationships between them. Additionally, it aims to determine whether there are differences in the use of SRL strategies in academic reading and writing between students of English Language Teaching and those of Literature. A survey design was employed for this study, involving a sample of 40 students from the University of Mazandaran in Iran, who were pursuing degrees in English Literature(n=18) and Teaching(n=22). Data were collected using two questionnaires, grounded in Zimmerman’s (1994) academic self-regulation model and Pintrich et al.’s (1993) Motivated Strategies for Learning Questionnaire (MSLQ). The data were analyzed using SPSS. Descriptive statistics revealed that students moderately utilized SRL strategies in both reading and writing. However, challenges were noted in areas such as time management and goal-setting in writing, as well as with rehearsal and peer learning in reading. By comparing means and standard deviations from the two questionnaires and running Pearson correlation formula, it was found that participants, on average, reported a higher frequency of SRL strategies in reading compared to writing. Further analysis indicated a moderate positive correlation between the SRL strategies employed in academic writing and those used in reading comprehension and a significant difference in the use of SRL strategies in academic writing between the two majors. Specifically, Literature students tended to utilize these strategies more effectively than their counterparts majoring in TEFL. However, no significant difference was found between the two groups regarding SRL strategies in reading academic texts. Based on these findings, the study emphasizes the need for educators to enhance SRL skills in reading and writing among students, advocating for targeted strategies like SRSD, time management training, and goal-setting activities to improve academic performance.
