Abstract
This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom.
Highlights
The results are presented here in three main parts relating to the structure of the questionnaire: part 1) covers the students’ demographic information, part 2) covers the descriptive statistical information related to the students’ self-efficacy beliefs (SE) in English as an international language (EIL) textual reading, and part 3) provides transcriptions of some of the open-ended responses of the students’ regarding reading their SE of reading the different texts written in the Western and Asian styles
The following findings were revealed: Part 1: 33 students participated in the class. 85% were female and 15% were male
The present study developed a learning strategies model to promote students’ self-efficacy (SE) beliefs in EIL textual reading
Summary
This study aimed to investigate Thai students’ self-efficacy (SE) beliefs in EIL textual reading before and after receiving training in appropriate learning strategies
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