An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
Title
An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
Keywords: reading self-efficacy; reading strategies; reading instruction
Authors
Yusheng Li
Binzhou University, P. R. China
Yusheng Li
Binzhou University, P. R. China
Chuang Wang
University of North Carolina at Charlotte, USA
Bio Data
Yu-sheng Li is an assistant professor at Binzhou University in China. His research interests include foreign language learning strategies, self-efficacy, and reading instruction.
Chuang Wang is an assistant professor at the University of North Carolina at Charlotte in the United Sates. His research interests include self-efficacy beliefs and self-regulated learning strategies.
Abstract
This empirical study was based on the background of reading instruction and research in the Chinese English as a Foreign Language (EFL) context. The study integrated reading self-efficacy from a motivational perspective with reading strategies from a cognitive perspective and explored the relationship between reading self-efficacy and the use of reading strategies. One hundred and eighty two sophomore English majors in a university in China participated in this study. The results showed that reading self-efficacy was significantly positively related to the use of reading strategies in general and the use of three subcategories of reading strategies: metacognitive strategies; cognitive strategies; and social/affective strategies, in particular. Highly self-efficacious readers reported significantly more use of reading strategies than those with low self-efficacy. This study suggests the importance of nurturing English language learners reading self-efficacy beliefs and the use of reading strategies and incorporating the cultivation of learners reading self-efficacy into reading strategy instruction.
This empirical study was based on the background of reading instruction and research in the Chinese English as a Foreign Language (EFL) context. The study integrated reading self-efficacy from a motivational perspective with reading strategies from a cognitive perspective and explored the relationship between reading self-efficacy and the use of reading strategies. One hundred and eighty two sophomore English majors in a university in China participated in this study. The results showed that reading self-efficacy was significantly positively related to the use of reading strategies in general and the use of three subcategories of reading strategies: metacognitive strategies; cognitive strategies; and social/affective strategies, in particular. Highly self-efficacious readers reported significantly more use of reading strategies than those with low self-efficacy. This study suggests the importance of nurturing English language learners reading self-efficacy beliefs and the use of reading strategies and incorporating the cultivation of learners reading self-efficacy into reading strategy instruction.
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See pages: 144-162
[/private]Category: Main Editions, Volume 12 Issue 2
