The Effect of Reading Strategy Instruction on Reading Self-efficacy and Reading Attitudes: A Case of Young Female Iranian EFL Learners
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 287
فایل این مقاله در 27 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_AREUIT-9-3_005
تاریخ نمایه سازی: 6 دی 1399
چکیده مقاله:
The literature on foreign language reading instruction has witnessed a significant bulk of research reporting the effectiveness of strategy instruction in improving reading outcomes. However, few studies have investigated the effects of reading strategy instruction on reading affective variables among young English as a Foreign Language (EFL) learners. The aim of this study was to investigate the effect of teaching second language (L۲) reading strategies on young Iranian EFL learners’ reading self-efficacy and reading attitudes. To this end, a sample of ۴۸ Iranian EFL learners, aged ۱۱-۱۳, was recruited through convenience sampling and randomly assigned to an experimental group (N = ۲۵) and a control group (N = ۲۳). Using a quasi-experimental design, the researchers employed an experimental group that received a ۱۲-week reading strategy instruction and a control group that were taught with the regular method without any strategy instruction. The Reading Self-Efficacy Questionnaire (RSEQ) and Reading Attitude Questionnaire (RAQ) were administered to measure the reading self-efficacy and reading attitudes of the participants as pre-test and post-test of the study. The strategy instruction intervention for the present study was based on Cognitive Academic Language Learning Approach (CALLA). The findings of the study indicated that the learners in the experimental group significantly outperformed those of the control group in terms of L۲ reading self-efficacy. However, it was revealed that there was no significant difference between the reading attitudes of the two groups at the end of the semester. Overall, it may be concluded that EFL practitioners can incorporate teaching of reading strategies into their classrooms in order to help learners to gain both confidence and competence to address reading tasks more effectively.
کلیدواژه ها:
نویسندگان
Jalil Fathi
Assistant Professor in TEFL, University of Kurdistan, Iran
Habib Soleimani
Assistant Professor in TEFL, University of Kurdistan, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :