Reading Self-Efficacy of EFL Students on Pre-Service Teaching Program and Practice in the EFL Classrooms
Students’ self-efficacy regarding their ability to learn is critical for their motivation to learn and achieve the intended goals. What they believe, they are capable of will influence how they learn. This study examines students’ self-efficacy in reading academic materials and their preferred academic materials based on two distinct sources, printed and digital. Descriptive qualitative is used to conduct this study. In collecting the data, the researchers utilized an online questionnaire and interview. The study interviewed and distributed questionnaires to 30 university students about their experiences reading academic materials. The study found that students exhibit favorable attitudes toward the three components of self-efficacy: mastery experiences, vicarious experiences, and physiological states. Additionally, the majority of students have a high level of self-efficacy when it comes to reading academic materials from both printed and digital sources. From the two sources, students prefer to read digital academic materials than printed ones. Therefore, lecturers are expected to let students choose the most appropriate sources of materials for academic reading. They should also instill a reading habit in their students, which can begin with reading materials that interest them.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing. London: SAGE Publications.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295–308.
Guthrie, T. J., Laurel, W. H., Wigfield, A., Tonks, M. S., Humenick, M. N., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(2), 282–313.
Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470–482.
Lee, Y. S., & Jonson-Reid, M. (2016). The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools. Child and Adolescent Social Work Journal, 33(1), 79–89.
Mclean, S., & Poulshock, J. (2018). Increasing reading self-efficacy and reading amount in EFL learners with word-targets. 30(1).
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Sydney: Allen & Unwin.
Peura, P., Aro, T., Viholainen, H., Raikkonen, E., Usher, E. L., Sorvo, R., & Aro, M. (2019). Reading self-efficacy and reading fluency development among primary school children: Does specifity of self-efficacy matter? Learning and Individual Differences, 73(1), 67–78.
Safali, S., & Akpunar, B. (2020). Validity and reliability study of academic self-efficacy scale for faculty members. Advances in Language and Literary Studies, 11(4), 21–29.
Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance - Do gender and test anxiety matter? Learning and Individual Differences, 38(1), 90–98.
Schunk, H. D., & Zimmerman, J. B. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quaterly, 23(1), 7–25.
Setiawan, Niko Albert, and Ouda Teda Ena. 2019. “Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading.” IJET (Indonesian Journal of English Teaching) 8(2):26–37. doi: 10.15642/ijet2.2019.8.2.26-37.
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27.
Van Dinther, Mart, Filip Dochy, and Mien Segers. 2011. “Factors Affecting Students’ Self-Efficacy in Higher Education.” Educational Research Review 6(2).
Walker, B. J. (2003). The cultivation of student self-efficacy in reading and writing. Reading and Writing Quarterly, 19(2), 173–187.
Yang, G., Badri, M., Rashedi, A. A., & Almazroui, K. (2018). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: A preliminary examination of fourth graders in Abu Dhabi. Large-Scale Assessments in Education, 6(10), 1–19.
Yogurtcu, K. (2013). The impact of self-efficacy perception on reading comprehension on academic achievement. Procedia-Social and Behavioral Sciences, 70(1), 375–386.