The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

Autor/inn/en	Li, Hong; Gan, Zhengdong; Leung, Shing On; An, Zhujun
Titel	The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students
Quelle	In: SAGE Open, 12 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gan, Zhengdong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221086659
Schlagwörter	Reading Strategies; Reading Instruction; Reading Comprehension; Teaching Methods; Comparative Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Reading Improvement; Student Attitudes; Reading Tests; Reading Motivation; Questionnaires; Self Efficacy; Undergraduate Students; Instructional Effectiveness; Correlation; Context Effect; Individual Differences; Foreign Countries; China + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Lesetest; Lesemotivation; Fragebogen; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Korrelation; Individueller Unterschied; Ausland
Abstract	This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading classes. The data were collected through five major instruments: a reading comprehension test, a reading strategy questionnaire, a reading motivation questionnaire, a reading self-efficacy questionnaire, and a semi-structured interview. Independent-samples t-test results showed that there was a significant difference in reading comprehension between the experimental group and the control group after the reading strategy instruction, suggesting that students who received reading strategy instruction made significant improvement in their reading comprehension. ANCOVA analysis of pre- and post-questionnaires results showed that there were no significant changes in reading strategy use, reading motivation, and reading self-efficacy at the end of the strategy instruction. Furthermore, interview data, showed that experimental group students held very positive attitudes toward the reading strategy training. Interview results further suggested that lack of significant changes in strategy use, motivation, and self-efficacy at the end of strategy training could be explained by a dynamic interplay of individual and contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01