Reading Self-efficacy Beliefs Research Articles

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (>±1.96), p < .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (>±1.96), p < .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(>±1.96), p < .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties

ABSTRACT Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to do so. The purpose of this study was to explore kindergarten teachers’ self-efficacy beliefs related to providing reading instruction to students with reading difficulties. We also aimed to better understand the barriers to and facilitators of kindergarten teachers’ reading self-efficacy beliefs. Fifteen kindergarten teachers participated in semi-structured interviews and completed surveys related to sense of efficacy and knowledge for teaching reading. Interviews were analysed using a thematic analytical approach. Findings indicated that kindergarten teachers experience a moderate to high level of self-efficacy in providing reading instruction to students with reading difficulties. However, several themes that emerged from the data focused on barriers to, rather than facilitators of, teacher self-efficacy. Implications are discussed, including ways to cultivate stronger self-efficacy beliefs related to reading instruction for students with reading difficulties.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

Abstract
 The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers.
 Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

The Interplay of Self-Efficacy Sources and Reading Self-Efficacy Beliefs in Metacognitive Reading Strategies

The Interplay of Self-Efficacy Sources and Reading Self-Efficacy Beliefs in Metacognitive Reading Strategies

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

The study aimed at identifying the association between Bandura’s four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including ‘questionnaire for sources of reading self-efficacy’, and ‘reading self-efficacy beliefs questionnaire’, and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension . Keywords: Self-efficacy sources; reading self-efficacy beliefs; reading comprehension; path analysis; Saudi EFL learners

The Relationship between Female EFL Students' Use of Reading Strategies and Their Reading Self-efficacy

This study investigated the relationship between female EFL students' use of reading strategies and their reading self-efficacy. The participants were 191 female Saudi students majoring in English at Imam Mohammad Ibn Saud Islamic University. Two questionnaires; a reading strategy questionnaire and a reading self-efficacy questionnaire, and retrospective interviews were used to collect data of the study. The analysis of the data showed that female Saudi students used reading strategies at a moderate-frequency level. Problem-solving strategies were used more than global and support strategies. The students also showed a moderate sense of reading self-efficacy. The study further revealed that reading strategy use was significantly positively correlated with reading self-efficacy. A significant statistical difference between high self-efficacious students and low self-efficacious students in the overall use of reading strategies was found. The two groups further differed in the use of the subcategories of reading strategies. In addition, the study showed that the factors that affected students' reading self-efficacy beliefs were teachers' methodology in teaching and their encouragement and feedback, students' grades on exams, and students' ability to comprehend most of reading texts. The study recommends developing students' reading strategy use and reading self-efficacy beliefs while adopting a reading strategy instructional program..

The Relationship of Self-efficacy Sources and Metacognitive Reading Strategies: Mediating Role of Reading Self-efficacy Beliefs

This research article presents a conceptual model of the proposed study involving a relationship between self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. Initially, this paper provides a brief background of the variables involved in the study. Furthermore, it gives an insight into the problems faced by the Saudi Preparatory Year Programme (PYP) students regarding employing metacognitive reading strategies while reading. There are three main research objectives of the current study. Firstly, to determine the correlation between self-efficacy sources and self-efficacy beliefs. Secondly, to determine the correlation between self-efficacy beliefs and metacognitive reading strategies. Lastly, to determine the mediating role of self-efficacy beliefs between self-efficacy sources and metacognitive reading strategies. Additionally, three hypotheses are generated on the basis of the reviewed literature. Lastly, it is hoped that the findings of this study would be beneficial for the students, teachers, policy makers and syllabus designers.

A Study on the Correlation between Self-Efficacy Beliefs and Strategies in English Reading

The purpose of the study was to investigate the relationship between reading strategies and reading self-efficacy beliefs. A total of 219 Korean EFL middle school students completed the questionnaires on L2 reading strategies and reading self-efficacy beliefs. Canonical correlation analysis was conducted to examine the correlation between two sets of dependent variables and independent variables. The dependent variable set consisted of Global, Support, and Problem-Solving Strategies underlying reading strategies, and the independent variables were Initiative, Effort, Performance, and Persistence within reading self-efficacy beliefs. The study results showed that 32.9% of the variance between the dependent variable set of reading strategies and independent variable set of reading self-efficacy beliefs was explained by the canonical variate. Pedagogical implications based on the findings are discussed.

Análisis de los cambios en la auto-eficacia lectora a nivel evolutivo en la Educación Secundaria Obligatoria

Se analizan los cambios en el nivel de auto-eficacia lectora del alumnado de Educación Secundaria Obligatoria desde un punto de vista evolutivo. La muestra la formaron 492 alumnos/as de 1º a 4º de la ESO (de 12 a 16 años), pertenecientes a cuatro centros públicos y cuatro centros privados-concertados de la provincia de León (283 hombres y 209 mujeres). Tras la aplicación del Cuestionario de Auto-eficacia hacia la lectura y los correspondientes análisis, se concluye la existencia de diferencias estadísticamente significativas en el patrón evolutivo del nivel de auto-eficacia lectora entre los cursos de 1º a 4º de Educación Secundaria Obligatoria en función de la edad, en relación a las medidas de auto-eficacia total y auto-eficacia en relación a los procesos de decodificación y fluidez, mostrándose un aumento del nivel de auto-eficacia lectora a medida que aumenta la edad. Sin embargo, no se observan cambios en relación a la auto-eficacia en los procesos relacionados con la formación del modelo de situación y modelo textual. Se discuten las implicaciones educativas, así como las limitaciones y perspectivas futuras de investigación.

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.

Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds

The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their students, and approximately 50% were English language learners (ELLs). After teachers implemented USHER, changes in history reading comprehension and reading self-efficacy beliefs were identified for both ELLs and English native speakers. Findings show promise for multifaceted comprehension instruction in social studies for middle school contexts with large numbers of ELLs.

Analysis of Developmental Changes on Reading Self-efficacy through Compulsory Secondary Education

This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1st to 4th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the application of the Reading Self-efficacy Scale and the subsequent analysis, results suggested statistically significant differences in the developmental pattern of reading self-efficacy across the 1st to 4th grades of compulsory Secondary Education, specifically, in the global reading self-efficacy and the subscale of decoding and fluency reading self-efficacy. They showed an increase in reading self-efficacy along the grades. However, we did not find changes in the other reading self-efficacy subscales, reading self-efficacy in relation to the construction of the text model and the situation model of reading. Educational implications, limitations and future lines of research of this study are discussed.

The Relationship Between Reading Self-efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners

This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty Junior and Senior EFL students. The results of Spearman Correlation coefficient, descriptive statistics, and Canonical correlation indicated that a) there were significant strong positive correlation between reading self-efficacy beliefs and reading comprehension and also between reading self-efficacy beliefs and reading strategies use, b) the most frequent use of reading strategy was found to be cognitive strategy, followed by testing strategy, meta-cognitive strategy, and finally compensatory strategy, c) regarding the gender, the relationship between Reading Self-efficacy and Reading Strategies used by Iranian EFL senior and junior students made no difference.