Cultivating reading self-efficacy
DOI:
https://doi.org/10.36505/ExLing-2012/05/0008/000214Keywords:
self-efficacy, extensive reading, language testing, reading strategiesAbstract
This study is a longitudinal investigation, conducted over one academic year, into the role that extensive reading (ER) and reading strategies play in the cultivation of reading self-efficacy in an English as a foreign language (EFL) context. The study also examined how changes in reading self-efficacy relate to changes in reading proficiency. The participants ($N = 322$) were non-English major students at a university in Japan. The data for the study was obtained through a battery of Likert-scale questionnaires and reading comprehension tests. The results revealed that a combination of reading strategy intervention and participation in an extensive reading program would lead to greater gains in reading self-efficacy, which was also later shown to translate into gains in reading comprehension.
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Takase, A. 2003. *The effects of extensive reading on the motivation of Japanese high school students*. Doctoral dissertation, Temple University.
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