Instructing Reading Comprehension Strategies: Effects on EFL Learners’ Self-Efficacy in Reading

  • Mohammadreza Valizadeh Cappadocia University, Turkey
Keywords: English as a foreign language (EFL), Reading comprehension strategies, English reading self-efficacy

Abstract

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, increases their self-efficacy in reading. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were gathered via a Reading Self-Efficacy Questionnaire. The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of increasing their self-efficacy in reading.

Published
2021-05-10
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How to Cite
Valizadeh, M. (2021). Instructing Reading Comprehension Strategies: Effects on EFL Learners’ Self-Efficacy in Reading. Shanlax International Journal of Education, 9(S1-May), 69–73. https://doi.org/10.34293/education.v9iS1-May.4001