Effects of Teacher and Peer Mediation on Students’ Self-Efficacy Belief About Their Extensive Reading Practice: In Case of Asossa Preparatory School

Melaku Ensermu Chaka

doi:10.7176/rhss/10-19-03

Abstract

This study investigated the EFL students’ self-efficacy belief about extensive reading through mediated teaching reading mode. The study employed a quasi-experimental design. Two intact grade 11 classes were purposively selected and randomly assigned into experimental (N=30) and control (N=30) group. Five capable peers were selected from the experimental group along with their EFL teacher to serve as mediators while this was not done in the control group. Pre-intervention questionnaire and pre-test were administered to both groups to see if they had the same self-efficacy belief about extensive reading and the ability in reading. The groups were also given a post-intervention questionnaire and post reading test to determine the extent students become positive self-efficacious and their reading skill was improved. SPSS 20 was used to analyze the collected data. From independent sample test, pre-intervention questionnaire and pre-test results indicated that both group students held similar perceived self-efficacy belief about extensive reading and had similar ability in reading skills. Whereas the paired sample t-test proved that there was a significant mean score difference within the experimental group students, but there was no within the control group. The study concluded that the intervention positively changed the students’ self-efficacy belief about extensive and improved their reading skill. It was recommended that EFL teacher need to play effective role in mediating students to raise their self-efficacy belief through extensive reading. Similarly, using more capable peers was an important measure in supporting peer learners. Keywords: extensive reading, self-efficacy belief, mediation DOI: 10.7176/RHSS/10-19-03 Publication date: October 31 st 2020

Highlights

English is among the popular subjects taught as a second or a foreign language in the world
Sherif Ali Wollega University, Institute of Language Studies and Journalism, Department of English Language and Abstract This study investigated the EFL students’ self-efficacy belief about extensive reading through mediated teaching reading mode
Five capable peers were selected from the experimental group along with their EFL teacher to serve as mediators while this was not done in the control group

Summary

Introduction

English is among the popular subjects taught as a second or a foreign language in the world. It plays a multiple of role in different disciplines including education across the countries of the world (Tamrackitkun, 2010). The country emphasized teaching of reading and writing at preparatory school level, grade 11 and 12 ( MOE,2008). These students were expected to have adequate reading skill in the target language. The primary reason was that English is required for entry into the tertiary level of education (MOE, 2008), where the students have more exposure to reading to study all the subjects they would be offered in English as a medium of instruction. Reading, which this study focused on, affects students’ academic achievement both in English as a subject itself and in other academic subject areas since the students study these subjects through reading

Methods

Results

Conclusion