On the Relationship of Reading Strategies, Extensive Reading and Self-efficacy

Raissi, Reza; Roustaei, Mostafa

doi:10.1016/j.sbspro.2013.07.135

Cited by 11 publications

(12 citation statements)

References 6 publications

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“…Research, with varying degrees of confidence, has reported beneficial effects of ER on various aspects of L2 ability, such as gains in reading speed and reading comprehension (Bell, 2001;He, 2014, Mermestein, 2014Suk, 2017;Tanaka & Stapleton, 2007), silent reading rate (Taguchi, Takayasu-Maass, & Gorsuch 2004), vocabulary knowledge (Tiryaki & Tütüniş, 2012;Wang, 2013), reading comprehension and vocabulary knowledge (Chen, Chen, Chen & Wey, 2013), grammatical competence (Sheu, 2003), and general English language proficiency (Al'zubi, 2014;Elley & Mangubhai, 1983;Yamashita, 2008), and development of writing skill (Al-Mansour & Al-Shorman, 2014;Kirin, 2010;Mermelstein, 2015). The benefits of ER is not limited with linguistic aspects alone, it is also found to boost students' L2 reading motivation (Fujito & Noro, 2009;Guo, 2012), L2 reading attitude (Atay, 2004;Ro & Park, 2016;Salameh, 2017;Yamashita, 2013), L2 reading self-efficacy (Burrows, 2012;Lake, 2014;Raissi & Roustaei, 2013), learner autonomy (Channuan & Wasanasomsithi, 2012;Mede, Incecay, & V. Incecay, 2013) and to lower L2 reading anxiety (Ro, 2013). The positive attitudes that L2 learners hold towards ER has been on the most commonly discussed issues in ER studies.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

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This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners' L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups' FLSC was found to be insignificant, though within group analyses indicated that ER affected the students' FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students' motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context.

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Section: Introductionmentioning

confidence: 99%

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Yilmaz¹,

Atay²,

Er³

2020

The Journal of AsiaTEFL

View full text Add to dashboard Cite

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“…The result is supported by Raissi & Roustaei report that self-efficacy and motivation of the participants are improved by extensive reading activity. ; furthermore, it can be seen that 11 participants chose 'sometimes', 5 participants chose 'often' and 4 participants chose 'always' to express their enjoyment of reading [21]. It can be synthesized that extensive reading lead to enjoyment and willingness to read more.…”

Section: ) Participants' General Reading Experiencementioning

confidence: 97%

Developing Students Level of Autonomy through Extensive Reading Activity in EFL Context

Ningsih¹

2019

Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018)

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Learner autonomy places important role in language learning because it promotes independent role to increase the learning progress as well as learning achievement. Reading on the other hand becomes one of the important sectors of language capability; thus, the purpose of this study was to analyze the affectivity of reading activity towards students' level of learner autonomy. The study aims to reveal whether an extensive reading activity affects the readiness of becoming autonomous learners. Classroom observations and questionnaire were the primary tools of the study. A case study design was used in analyzing the data to gather in depth insight from the actual settings and participants. The results show that extensive reading activity affects students' level of learner autonomy since it indirectly forces the students to understand the passage and practice in and outside the classroom context.

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“…Research finding by R. Raissi, and M. Roustaei [32] also presented that extensive reading increased students' reading self-efficacy. Selecting own book is one of extensive reading characteristics [12] and confidence leads to self-efficacy, students' optimism to success [33]. It means that letting students select their own books makes them more confident which leads them to be a successful reader.…”

Section: A Books That Students Chose For Extensive Readingmentioning

confidence: 99%

“I Love Creepy Pasta”: EFL Students’ Book Selection for Extensive Reading

Puspitasari¹

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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The important element in extensive reading, a second language reading approach, is materials to read. Finding suitable reading materials is the biggest mission to achieve the goal of the approach which is reading for pleasure or reading engagement. The current paper aims at uncovering a trend of books selected by EFL students for extensive reading and elaborating students' perception on what makes them engaged with the chosen books. To meet the purpose, this research employed a mixed-method design by distributing a questionnaire about book choices to 123 university freshmen. Interview was also conducted to two male and four female students who joined an extensive reading class to understand of the book that influenced their reading engagement. The findings showed top six favorite books based on the genre which were romance (65.85%), comedy (53.66%), children story (46.34%), adventure and fantasy (45.52%), horror and creepy pasta (24.39%), and mystery and detective (24.34%). Meanwhile, according to the interview results, aspects of the books affecting their reading engagement were students' connection toward the books and language appropriacy. The drawn conclusion is that in order to gain reading engagement, both students and teachers should understand students' personal information and their English level so that they could choose books which suit their level of English proficiency.

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On the Relationship of Reading Strategies, Extensive Reading and Self-efficacy

Cited by 11 publications

References 6 publications

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-Concept

Developing Students Level of Autonomy through Extensive Reading Activity in EFL Context

“I Love Creepy Pasta”: EFL Students’ Book Selection for Extensive Reading

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