Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students

Autor/in	Lipp, Ellen
Titel	Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students
Quelle	In: CATESOL Journal, 29 (2017) 2, S.21-39 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Self Efficacy; Reading Strategies; Multilingualism; Student Attitudes; Reading Material Selection; Recordkeeping; English (Second Language); Second Language Learning; Second Language Instruction; Pilot Projects; Metacognition; Student Surveys; Academic Discourse; Independent Reading; College Freshmen; Student Motivation; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Reading strategy; Leselernstufe; Lesetechnik; Mehrsprachigkeit; Multilingualismus; Schülerverhalten; Leistungsnachweis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pilot project; Modellversuch; Pilotprojekt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerbefragung; Discourse; Diskurs; Freies Lesen; Studienanfänger; Schulische Motivation; Kalifornien
Abstract	This pilot study examined multilingual university students' willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL reading and writing course participated in the project. The ER training included: (a) framing the ER task through stories of struggle and emotional appeal, and (b) introducing independent reading strategies. Surveys were used to collect data. Findings showed that students had beliefs of self-efficacy related to English book reading after the training, and they made considerable progress in their voluntary reading by the end of the course. The strategies that students found most helpful were selecting books for themselves, keeping records of their progress, and staying focused. Participants anticipated that ER would help them with academic literacy. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01