This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in self-regulatory processes, whereas 2 control groups received the traditional routine reading instruction. We collected SRL data using the adapted Motivated Strategies for Learning Questionnaire and think-aloud protocols. Parametric 2-way analyses of covariance of both measures showed that the experimental groups outperformed the control ones in using self-regulation processes, but proficiency level did not moderate the efficacy of self-regulation training. The results revealed that EFL readers could be successfully trained in the target SRL model and become able to self-regulate their reading in English. These findings can provide an incentive for EFL teachers to use self-regulation strategies in reading classes.