Improving Self-Efficacy and Reading Performance through Individualized Reading Strategy Instruction
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This study was planned to examine relationships (a) between students’ strategy selfefficacy and reading strategy instruction and (b) among strategy self-efficacy, strategy use, and reading performance. Korean university students’ strategy self-efficacy,strategy use, and the TOEIC reading performance were compared while teaching the eight reading strategies in an individualized context where the students had an opportunity to evaluate the effectiveness of the reading strategies for themselves. The participants’ strategy self-efficacy was promoted by the reading strategy instruction. Their strategy self-efficacy was significantly correlated to their strategy use, but not to reading performance, while their strategy use was significantly correlated to their reading performance. Also, strategy self-efficacy and strategy use were significant predictors of the participants’ reading performance. There were no group differences,neither between high and low self-efficacy groups nor between more and less frequent strategy use groups, in the reading performance. However, the high strategy selfefficacy group improved significantly at the post-test unlike the low group, and the more frequent strategy use group improved significantly at the post-test unlike the less group. Results and discussions are given, as are implications for English teachers and further potential research directions.
Abstract
This study was planned to examine relationships (a) between students’ strategy selfefficacy and reading strategy instruction and (b) among strategy self-efficacy, strategy use, and reading performance. Korean university students’ strategy self-efficacy,strategy use, and the TOEIC reading performance were compared while teaching the eight reading strategies in an individualized context where the students had an opportunity to evaluate the effectiveness of the reading strategies for themselves. The participants’ strategy self-efficacy was promoted by the reading strategy instruction. Their strategy self-efficacy was significantly correlated to their strategy use, but not to reading performance, while their strategy use was significantly correlated to their reading performance. Also, strategy self-efficacy and strategy use were significant predictors of the participants’ reading performance. There were no group differences,neither between high and low self-efficacy groups nor between more and less frequent strategy use groups, in the reading performance. However, the high strategy selfefficacy group improved significantly at the post-test unlike the low group, and the more frequent strategy use group improved significantly at the post-test unlike the less group. Results and discussions are given, as are implications for English teachers and further potential research directions.
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