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

Abstract

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.

The Effect of Strategy Instruction on the Frequency of Reading Strategy Use by Iranian EFL Learners

“…indicated that the cognitive strategies were the most frequently used and preferred strategies by EFL learners, followed by the memory and metacognitive strategies as the next most frequently used strategies, a fact which is supported by the findings of Ozek & Civelek (2006) and Naseri and Zaferanieh (2012) who found cognitive strategies as the most frequently used followed by metacognitive and compensation strategies as the next most frequently preferred strategies, and Tercanlioglu ( 2004) who found that L1 and ESL students showed clear preferences for cognitive strategies followed by metacognitive and support strategies. The results, however, contradict Shang (2010) who found that metacognitive strategies were the most frequently used strategies followed by the compensation, and then the cognitive strategies.…”

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

“…Students who are aware of their reading practices are likely to use appropriate strategies, and usually believe that they can read successfully. Studies have shown a relationship between a high level of self-efficacy and the use of appropriate reading strategies (Naseri & Zaferanieh, 2012;Shang, 2010;Zare & Mobarakeh, 2011). Ghonsooly and Elahi (2010) found a positive relationship between first-year university students' reading self-efficacy and their reading proficiency.…”

“…Because strategy use is influenced by self-efficacy (Naseri & Zaferanieh, 2012;Shang, 2010;Zare & Mobarakeh, 2011), a regression analysis of the students' self-efficacy levels and strategy use was done. The results showed a positive correlation between the two variables at (r =.386, p < 0.000).…”

The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented

“…Although a review of the research revealed some studies that involved reading self-efficacy beliefs, reading strategies, and reading comprehension (Bandura & Schunk, 1981;McCabe et al, 2006;McCrudden et al, 2005;Naseri, 2012;Nelson & MansetWilliamson, 2006;Van Keer & Verhaeghe, 2005;), gaps were found in the literature.…”

“…These studies were some examples: McCabe, Kraemer, Miller, Parmar, and Ruscica, 2006;McCrudden, Perkins and Putney, 2005;Naseri, 2012;Nelson and Manset-Williamson, 2006;and Van Keer & Verhaeghe, 2005. Overall, however, there was a dearth of studies regarding the effects on students' self-efficacy beliefs when fictive and non-fictive literature was read aesthetically and aesthetically-evoked reader response strategy was implemented.…”