Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

Suzanne Graham,Robert Woore,Louise Courtney,Clare Savory,Alison Porter

doi:10.1111/modl.12670

Suzanne Graham, Robert Woore + Show 3 more

Open Access

https://doi.org/10.1111/modl.12670

Copy DOI

Abstract

AbstractReading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self‐regulated learning, persistence relates to learners’ self‐efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self‐efficacy and self‐regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self‐efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self‐efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self‐efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy‐based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self‐efficacy and central to 3 distinct learner profile clusters. Increases in reading self‐efficacy were significantly greater for learners of certain profiles who received strategy‐based instruction, with implications for theories of self‐regulated language learning and classroom practice.

Highlights

THIS STUDY INVESTIGATED SELF-EFFICACY for reading among young learners of French as a foreign language in England, that is, their belief in their ability to complete French reading activities successfully
In light of the previous discussion, the present study aimed to explore the relationship between self-regulatory strategies and self-efficacy within the context of L2 reading among beginner learners of French, taking into account L2 proficiency (LK, L2 reading comprehension) and L1 general academic performance (GAP)
We examined how far text engagement regulatory reading strategies (TERRS) predicted self-efficacy by running tests of linear mixed effects in SPSS, which controlled for school-level effects

Summary

Introduction

THIS STUDY INVESTIGATED SELF-EFFICACY for reading among young learners of French as a foreign language in England, that is, their belief in their ability to complete French reading activities successfully. Learners’ lack of persistence in pursuing language study in England is attributable, at least in part, to low levels of self-efficacy and a poor sense of progress in language learning (e.g., Erler & Macaro, 2011), even among those whose level of achievement is high when measured by national examination results (Graham, 2004). This last point suggests that a focus on raising learning outcomes alone is not sufficient to encourage learners to continue language study. Studying college learners of English in South Korea, Yun, Hiver, and Al–Hoorie (2018) found that students’ ability to cope with such setbacks (what they termed ‘buoyancy’) was strongly predicted by both self-efficacy and self-regulated learning (SRL) strategy use

Methods

Results

Discussion

Conclusion