READING SELF-EFFICACY AS A MEDIATOR BETWEEN READING MOTIVATION AND METACOGNITIVE READING STRATEGIES IN EFL STUDENTS
Keywords:
literacy, metacognitive, reading, motivation
Abstract
Understanding and utilizing literature written in English in studying is a unique challenge many college students face with English as their foreign language. This research seeks to underline the mediating factor of reading self-efficacy between reading motivation and the usage of metacognitive reading strategies that could improve students’ understanding and mastery of study materials that are written in English. This quantitative study involves students in their second year of college education (n=215), that were asked to fill in a reading self-efficacy questionnaire, motivation for reading questionnaire, and metacognitive reading strategy questionnaire. The result reveals that reading self-efficacy is a complete mediator between reading motivation and reading self-efficacy with an effect size of 0.1504, which is significant in α=99% confidence interval. As an implication, reading self-efficacy is crucial to encourage students to use more effective metacognitive reading strategies in their learning.
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References
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Teng, M. F., Wang, C., & Wu, J. G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement during remote learning: A structural equation modelling approach. RELC Journal, 003368822110402. https://doi.org/10.1177/00336882211040268
Ugoni, A., & Walker, B. F. (1995). The Chi square test: an introduction. COMSIG review, 4(3), 61.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. doi:10.1037/0022-0663.89.3.420
Zare, M., & Mobarakeh, S. D. (2011). The relationship between self-efficacy and use of reading strategies: The case of Iranian senior high school students. Studies in Literature and Language, 3(3), 98-105.
Zarei, A. A. (2018). On the relationship between metacognitive reading strategies, reading self-efficacy, and L2 reading comprehension. Journal of English Language Teaching and Learning, 10(22), 157-181.
Zhang, T., & Zheng, J. (2020). Investigating the Theoretical Structure of the Survey of Reading Strategies. New Waves-Educational Research and Development Journal, 23(2), 22-38.
Aiken. L. R ., & Groth-Marnat, G. (2006). Psychological Testing and Assesment (12th ed.).
USA: Allyn & Bacon.
Azwar, S. (2015). Tes prestasi: Fungsi dan pengembangan pengukuran prestasi belajar. Pustaka Pelajar
Bandura, A. (1997). Self-efficacy: The exercise of control. USA: W.H. Freeman Company
Burrows, L. P. (2012). The effects of extensive reading and reading strategies on reading self-efficacy (Doctoral dissertation, Temple University. Libraries).
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. doi:10.1037/0033-2909.112.1.155
EF. (2021). EF English Proficiency Index. Bern, Switzerland: EF Press.
Faul, F., Erdfelder, E., Lang, A.-G. & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191.
Gordin, M. (2017). Scientific Babel: The language of science from the fall of Latin to the rise of English. London, England: Profile Books.
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.
Johary, N., & Pandjaitan, L. N. (2022). Hubungan Antara Self Efficacy Akademik Dengan Motivasi Membaca Literatur Berbahasa Inggris. Psikologi Konseling, 20(1).
Khezrlou, S. (2012). The relationship between cognitive and metacognitive strategies, age, and level of education. The Reading Matrix, 12(1).
Koyuncu, I., Bulus, M., & Firat, T. (2021). The Moderator Role of Gender and Socioeconomic Status in the Relationship Between Metacognitive Skills and Reading Scores. Participatory Educational Research, 9(3), 82-97.
Leppink, J., O’Sullivan, P., & Winston, K. (2016). Effect size - large, medium, and small. Perspectives on Medical Education, 5(6), 347–349. https://doi.org/10.1007/s40037-016-0308-y
Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117-129.
Mokhtari, K., & Reichard, C. (2002a). Assessing Students’ Metacognitive Awareness of Reading Strategies Inventory. Journal of Educational Psycholog, 94 (2), 249–259.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25(3), 2-11.
Mori, S. (2002). Redefining Motivation To Read in a Foreign Language. Reading in a Foreign Language, 14(2), n2.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGrawHill
Oguz, A., & Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process International Journal, 5(1), 54–64. https://doi.org/10.12973/edupij.2016.51.4
Palincsar, A. S. (1986). Metacognitive strategy instruction. Exceptional children, 53(2), 118-124.
Papleontiou-louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9–30. https://doi.org/10.1080/13664530300200184
Prat-Sala, M., & Redford, P. (2010). The interplay between motivation, self-efficacy, and approaches to studying. The British Journal of Educational Psychology, 80(Pt 2), 283–305. https://doi.org/10.1348/000709909X480563
Rastegar, M., Mehrabi Kermani, E., & Khabir, M. (2017). The relationship between metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 07(02), 65–74. https://doi.org/10.4236/ojml.2017.72006
Seedanont, C., & Pookcharoen, S. (2019). Fostering metacognitive reading strategies in Thai EFL classrooms: A focus on proficiency. English Language Teaching, 12(7), 75. https://doi.org/10.5539/elt.v12n7p75
Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students’ metacognitive reading strategies. Reading Psychology, 25(2), 67–81. doi:10.1080/02702710490435547
Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students’ metacognitive reading strategies. Reading Psychology, 25(2), 67–81. doi:10.1080/02702710490435547
Teng, M. F., Wang, C., & Wu, J. G. (2021). Metacognitive strategies, language learning motivation, self-efficacy belief, and English achievement during remote learning: A structural equation modelling approach. RELC Journal, 003368822110402. https://doi.org/10.1177/00336882211040268
Ugoni, A., & Walker, B. F. (1995). The Chi square test: an introduction. COMSIG review, 4(3), 61.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. doi:10.1037/0022-0663.89.3.420
Zare, M., & Mobarakeh, S. D. (2011). The relationship between self-efficacy and use of reading strategies: The case of Iranian senior high school students. Studies in Literature and Language, 3(3), 98-105.
Zarei, A. A. (2018). On the relationship between metacognitive reading strategies, reading self-efficacy, and L2 reading comprehension. Journal of English Language Teaching and Learning, 10(22), 157-181.
Zhang, T., & Zheng, J. (2020). Investigating the Theoretical Structure of the Survey of Reading Strategies. New Waves-Educational Research and Development Journal, 23(2), 22-38.
Published
2022-12-30
How to Cite
Winardy, G. C. B., & Royanto, L. R. (2022). READING SELF-EFFICACY AS A MEDIATOR BETWEEN READING MOTIVATION AND METACOGNITIVE READING STRATEGIES IN EFL STUDENTS. INFOKUM, 10(5), 1104-1112. Retrieved from https://infor.seaninstitute.org/index.php/infokum/article/view/1247
Section
Articles
