Relationship between the Reading Strategy, Reading Self-Efficacy, and Reading Comprehension of Thai EFL Students
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Abstract
Numerous studies have found that students’ reading strategy and their reading self-efficacy play important roles in enhancing English reading comprehension in the context of English as a second/foreign language. This study attempts to investigate whether a relationship exists between the reading strategy and perceived self-efficacy of Thai EFL students and their comprehension. The participants consist of 31 Thai engineering students attending a TOEIC course at a public university in Thailand. A reading strategy questionnaire, a reading self-efficacy questionnaire and TOEIC reading comprehension test were used for data collection. According to the descriptive statistics, the reading comprehension ability of the participants is below average. Pearson’s correlation coefficient test showed the existence of a significant relationship between their reading ability and their overall reading strategy (p ≤.05) and a significant relationship was also revealed between their reading comprehension ability and the top-down strategies (P ≤ .05). However, no significant relationship exists between reading ability and bottom-up strategies. Furthermore, the descriptive results reveal that the participants’ perceived reading self-efficacy is at a moderate level. In addition, Pearson’s correlation coefficient test showed a significant relationship between reading comprehension ability and self-efficacy in reading (P ≤ .01). Pedagogical implications are also presented in this study.
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References
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