This is a dissertation for a six-week action research study that investigated how self-regulated learning strategies can affect students’ perceived and demonstrated critical abilities in discussing informational media texts in the secondary ELA classroom. This dissertation examines topical research, gaps in the literature, and theoretical frameworks to justify the study. The qualitative action research study implemented a version of the Article of the Week program alongside self-regulated learning (SRL) and student-led discussion strategies to collect data on students’ self-reported levels and observed critical media literacy (CML) skills. The purpose of this study was to build upon existing research on SRL, critical media literacy, and student discussions; a key component of this research is that it includes students’ self-reported data on their perceived critical abilities. This study also sought to add scholarly research to the practice of Article of the Week. The findings are consistent with the existing literature on self-efficacy that states that repeated practice can increase self-efficacy levels. It also demonstrates the usefulness of implementing SRL strategies in the secondary ELA classroom
