INTRODUCTION
Statement of the problem
At Xuan Truong High School, students struggle with effective reading strategies, leading to various challenges Many attempt to read all the information in a text, which can be time-consuming for those with slower reading speeds Instead of predicting meanings from context, they focus on understanding every word, which is often unfeasible This approach causes them to spend excessive time on difficult questions, detracting from their ability to tackle simpler ones Additionally, students frequently rely on their background knowledge rather than the information presented in the text Their lack of mastery in utilizing diverse reading strategies results in an inability to answer all questions, ultimately diminishing their reading self-efficacy.
There are five influences on self-efficacy: performance experience, indirect experience, social persuasion, visual experience, and physical and emotional state (Bandura, 1997;
Students develop reading self-efficacy through experience, but lack frequent exposure to reading materials, leading to doubts about their abilities, especially when peers struggle with tasks At Xuan Truong, the self-efficacy levels are notably low, resulting in a lack of motivation among students to persist after failures This challenge, coupled with difficulties in enhancing their reading strategies, hinders their ability to acquire strong reading skills.
To enhance reading skills among EFL students at Xuan Truong High School, it is crucial to conduct a study focusing on their reading self-efficacy and the strategies they employ for English reading.
Aims and Objectives of the Study
This study explores and their English reading strategy use in Xuan Truong high school,
Lam Dong province The specific objectives of the research are as follows: luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
• To determine the reading self-efficacy of EFL students at Xuan Truong high school;
• To find out English reading strategy used by EFL students at Xuan Truong high school;
• To examine the correlation between EFL students’ reading self-efficacy and their
Research questions
To achieve the aforementioned objectives, the following research questions must be addressed:
1 What is the reading self-efficacy of EFL students at Xuan Truong high school?
2 How are the English reading strategies used by EFL students at Xuan Truong high school?
3 Does EFL students’ reading self-efficacy correlate with their English reading strategy use? If yes, how?
Scope of the study
The study focused on enhancing the relationship between reading self-efficacy and the use of English reading strategies among EFL students at Xuan Truong High School Conducted with 300 students, the research aimed to assess their reading skills and identify effective strategies to improve their reading self-efficacy.
English in grades 10, 11, and 12 at Xuan Truong high school were investigated in the study The mixed-methods design was done by examining reading self-efficacy and
English reading schemes used in the context of Xuan Truong high school Questionnaires and semi-structured interviews were exercised to collect information To analyze data,
SPSS and content analysis were employed.
Significance of the study
The study would confirm the functions of reading self-efficacy and reading strategies to
The study highlights the relationship between reading self-efficacy and reading strategies among EFL learners, specifically at Xuan Truong High School Conducted in suburban schools with limited English exposure, the research addresses a significant teaching and learning challenge By providing concrete evidence of the connection between self-efficacy and effective reading strategies, the findings emphasize the need for targeted solutions at Xuan Truong High School to enhance language teaching and improve students' language competence.
The study provides valuable insights and references to related research, offering essential data for both students and teachers By understanding the link between reading self-efficacy and reading strategies, students can enhance their reading skills, avoid common mistakes, and tackle challenges in reading Improved reading skills not only enrich vocabulary but also bolster language acquisition, including second language learning The findings enable English teachers to refine their teaching methods, fostering effective reading strategies and promoting students' self-efficacy Additionally, enhancing teachers' self-efficacy can positively influence students, instilling confidence in their ability to select and implement suitable reading strategies during tasks.
Organization of the thesis
This study report consists of five separate parts consisting of an introduction, literature review, research methodology, results and discussions, and implications and conclusions
Chapter 1 gives an introduction about the background to the study, a statement of the problem, aims, and objectives of the study An important part provided is three research questions Finally, the scope, importance of the study, definitions of the terms, and organization of the thesis are supported
Chapter 2 is the literature review showing the information and theories related to reading strategies and reading self-efficacy Concerning reading self-efficacy, definition, characteristics, sources of self-efficacy, and the role of self-efficacy in reading are debated Regarding reading strategies, reading strategies in reading skills, Types of reading strategies are reviewed Particularly, direct strategies and indirect strategies are luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si mentioned as frame strategies in the study Moreover; the connection between reading self-efficacy and reading strategies use is discussed quite clearly Besides that, some previous studies in both Vietnam and overseas contexts which were related to the current study are considered The last part of this chapter is the conceptual framework
Chapter 3 defines the methodology of the study including the way research to design, description of the research context, research stakeholder, the research means, the way data to be collected as well as the data evaluation process
Chapter 4 supplies the presentation of the results of the study by inspecting the data collected from the questionnaire and the semi-structured interview The discussion of the results also points to similarities and differences even contract with the data in related studies
Chapter 5: offers the shortening of the core findings of the studies, suggestions of the research, restriction of the research, and exhortations for further research luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
LITERATURE REVIEW
Definitions of the Terms
For this study, many terms must be defined to provide a specific perspective on the issues discussed
• EFL students refer to students who are learning English in grades 10, 11, and 12 at Xuan Truong high school
• Reading strategy refers to methods used in reading to determine the meaning of a text and help learners become increasingly skillful in comprehension and interpreting
• Self-efficacy points to a person's belief in his or her competence to complete the actions necessary to supply gaining achievements that affect their lives.
Reading self-efficacy
This section of the chapter examines four key aspects of reading self-efficacy: its definition, characteristics, sources, and its significance in the reading process.
Self-efficacy, as proposed by Bandura (1977), is the belief in one's ability to perform behaviors required to achieve specific goals Recent studies indicate that self-efficacy is influenced by personal perceptions of external social factors.
Self-efficacy, as defined by Bandura (1977) and supported by Nagaoka et al (2013), influences an individual's approach to achieving their goals by shaping their beliefs and strategies within a specific mission or field of knowledge Ormrod (1999) further emphasizes that self-efficacy affects a person's understanding of the strategies they can employ in group settings.
Self-efficacy, as defined by Locke and Latham (2002), is the belief in one's capabilities to successfully accomplish tasks and goals This concept emphasizes an individual's confidence in their ability to face challenges and achieve success (Akhtar, 2008) Kolbe (2009) further elaborates that self-efficacy reflects a person's innate cognitive strengths and their determination to overcome obstacles that hinder achievement General self-efficacy encompasses our overall belief in our potential to succeed Understanding self-efficacy is crucial for teachers, as it enables them to recognize and foster this belief in the educational process, ultimately raising awareness among both educators and students.
A considerable amount of literature on the characteristics of self-efficacy has been found
Magnitude indicates the difficulty levels of tasks that learners believe they can achieve, while strength reflects the conviction that a specific task is attainable This concept generally guides an individual's ability to make decisions and judgments across various contexts.
Self-efficacy judgments are fundamentally measured by their magnitude and strength According to Bandura (1986), students with high self-efficacy exhibit greater confidence, demonstrate increased effort in overcoming challenges, and recover swiftly from setbacks Appelbaum (1996) identified two key aspects of self-efficacy: the relationship between presentations and self-efficacy beliefs, and the significant impact of gathered information on self-efficacy judgments.
Bandura (1997) maintained that self-efficacy is domain-specific and multidimensional
Bandura emphasizes the potential for change through the strength and challenge of tasks, as well as their applicability across various activities Additionally, Frank (2011, 2012) defines self-efficacy as encompassing self-confidence, accurate self-assessment, risk-taking willingness, a sense of achievement, and the readiness to learn from mistakes The widespread acceptance of these theories highlights researchers' optimistic perspective on the nature of self-efficacy.
In the past, much more information has become available on the roots of self-efficacy
Research on self-efficacy identifies its origins as performance accomplishments, vicarious experiences through role modeling, social persuasion, emotional arousal, and imaginative experiences (Bandura, 1977).
The study by Maddux and Gosselin (2003) highlights that self-efficacy is primarily influenced by personal achievements, as repeated successes enhance one's belief in their capabilities Additionally, social modeling plays a crucial role, where observing others succeed can inspire individuals to believe in their own potential through symbolic learning Social persuasion is another key factor, as encouragement from others can reinforce the belief in one's abilities, leading to improved performance when expectations are realistic Lastly, emotional and physiological states significantly impact self-efficacy; individuals often assess their capabilities based on their emotional well-being, with a positive mindset boosting self-efficacy Stajkovia (2016) emphasizes that one's perception of ability, whether viewed as fixed or developable, also affects self-efficacy.
Bandura's theories highlight that learners with similar capabilities approach tasks differently due to their self-efficacy beliefs (Bandura, 1977, 1986, 1997) Those with higher self-efficacy are more motivated to exert effort (Bandura, 1977, p 247) and are more likely to choose challenging tasks, demonstrating greater resilience and persistence This self-belief significantly influences their academic success, particularly in reading skills In contrast, individuals with low self-efficacy may struggle to maintain effort over time compared to their high self-efficacy counterparts (Schunk, 1990) Furthermore, self-efficacy beliefs can be shaped by individual behaviors, creating a reciprocal relationship between beliefs and actions (Chapman & Tunmer, 2003; Williams & Williams, 2010, as cited in Prat-Sala).
Research highlights the significant role of self-efficacy in the learning process, particularly in reading comprehension Numerous studies have established a connection between self-efficacy and reading performance, indicating that higher reading self-efficacy correlates with improved comprehension skills Additionally, self-efficacy encompasses individuals' self-assessment of their reading abilities, influencing their motivation to read for enjoyment or knowledge.
In 2011, Solheim highlighted that the degree of comprehension in reading texts is influenced by learners' self-efficacy, which reflects their ability to demonstrate understanding Asriati, Atmowardoyo, and Jabu (2018) found that students possess a positive self-efficacy in reading comprehension, significantly impacting their English learning, especially in reading courses Consequently, students' self-efficacy plays a crucial role in their success in these courses Additionally, Peuraa et al (2019) indicated that, by second grade, efficacy beliefs are linked to reading fluency and its development.
Research indicates a significant link between self-efficacy and reading development in primary school children, highlighting the crucial role self-efficacy plays in enhancing reading skills.
Reading strategies
2.3.1 Reading strategies in reading skills
Numerous theories and studies have explored the role of reading strategies in enhancing reading comprehension Research has highlighted the significance of employing effective reading plans during reading tasks, demonstrating the positive impact of these strategies on individuals' ability to understand and retain information.
In 1999, research indicated that effective comprehension is not an innate ability but rather depends on cognitive efforts, as highlighted by Bazerman (1985) and Pressley & Afflerbach (1995) These cognitive efforts involve understanding and applying cognitive processes, which are particularly evident in the use of reading strategies, as noted by Alexander & Jetton (2000).
Alexander & Jetton (2000) emphasized the importance of learners intentionally using reading strategies to enhance their reading comprehension Additionally, Brown (2001) highlighted that the effective development of these reading strategies directly contributes to improved reading comprehension.
According to King (2008), reading strategies were the most important factor that influenced reading comprehension
There are inconsistencies and confusion about the meaning of term skills and strategies
Language teachers must grasp key terminology to enhance their teaching methods According to Paris et al (1983), skills are automatic abilities developed through practice, while strategies are skills that require consideration Afflerbach et al (2019) emphasize that the distinction between skills and strategies lies in their automaticity versus deliberation They argue that a conscious, metacognitive act qualifies as a reading strategy, which, once it becomes natural and self-acting, evolves into a reading skill Thus, reading strategies form the foundation of reading skills Since the late 1970s, numerous ESL researchers have recognized the importance of the tactics employed by ESL students during reading comprehension tasks, such as Collaborative Strategic Reading (CSR).
(1970s), Paris et al (1983), Deshler and Graham (1980) Pressley et al (1990)
There are various definitions of strategy in the context of reading Fổrch and Kasper (1983) emphasize that reading tactics illustrate how readers engage with a text and influence their comprehension Block (1986) adds that reading strategies reflect how readers approach a task, the textual cues they focus on, their understanding of the material, and their actions when faced with difficulties in comprehension.
Reading strategies are techniques that learners employ to comprehend text, facilitating the acquisition, storage, and retrieval of knowledge These strategies vary in complexity, ranging from simple methods like rereading difficult sections and predicting unfamiliar words based on context, to more advanced approaches such as summarizing and articulating one's understanding According to Richards and Renandya (2002), these strategies serve as plans to address challenges encountered in meaning-making during reading.
Additionally, reading strategy can be regarded as how readers interact with written texts and improve text comprehension (Rajoo & Selvaraj, 2010)
Numerous studies highlight the importance of reading strategies in enhancing reading skills Barnett (1989) and Chen (2006) emphasize that successful reading comprehension requires learners to integrate and apply various reading strategies Kỹỗỹkoğlu (2013) further asserts that reading schemes are essential for improving students' comprehension Consequently, students who employ effective reading strategies can significantly enhance their reading skills in language classes Rraku (2013) also notes that mastering reading techniques is crucial for the development of reading abilities.
(2018) states that the use of reading strategies raised student's reading standards and prompted students to read more
Numerous studies have identified various reading strategies essential for comprehension, including memory, cognitive, compensation, metacognitive, affective, social, and test-taking strategies (Oxford, 1990; Caverly, 1997) Key strategies highlighted by Nunan (1999) encompass skimming, scanning, and utilizing textual cues, while Brown (2001, 2004) outlines ten fundamental strategies for enhancing reading comprehension Grabe (2009) introduces the KWL (know-want to know-learned) and SQ3R (survey, question, read, recall, review) methods Additionally, Salisbury.edu (2012) emphasizes six tactics: foreseeing, decoding, explaining, questioning, visualizing, and summarizing The Think Literacy: Cross-Curricular Approaches resource details strategies for effective reading preparation, engagement, and response, including previewing texts, predicting meanings from context, and organizing ideas through concept maps It also provides guidance for navigating various text forms, such as informative and graphical texts.
There are many types of reading strategies are posted above; however, the ways to learn are separated into two main types, which are direct and indirect strategies (Oxford, 1990,
Direct strategies focus on the cognitive processes involved in learning the target language, addressing specific language skills for various purposes (Oxford, 1990) In contrast, indirect strategies support and assess learning without directly engaging with the language being acquired (Oxford, 1990).
According to Oxford’s system (Oxford, 1990), direct strategies consist of three troops
Firstly, cognitive strategies enable learners to manipulate language material directly
By implementing these strategies, learners can develop and refine their internal mental models, enhancing their ability to communicate effectively in the target language Additionally, various cognitive strategies are available to support this process.
• Practising: copying a language shape, including prominent rehearsal and implicit rehearsal
• Getting and transmitting communication: acquiring the view rapidly, using a supply from deriving and transmit the information
• Examining and justification: explanation inductively, inspecting declaration and contrastively, interpreting, changing
• Forming construction for input and output: making notes, giving a summary, and spotlighting Secondly, memory strategies help learners develop their retention of meaningful ideas
These strategies combine new knowledge to background cognition through ocular or acoustical hints and can be adjusted to be acceptable to a diversity of acquisition content
There are some strategies in this group
• forming cognitive connection: gathering, companion, replacing new words into circumstance
• Exercising reflections and sound: applying representational procedure, philology chart, using core words or phrases
• Using behaviours: applying corporal response or feeling, exercising a mechanical approach
Lastly, compensation strategies help learners make up for the missing words to use language despite large gaps in knowledge The following is a strategy in this group:
• Guessing intelligently: using linguistics clues or other clues
According to Oxford (1990), indirect strategies for language learning can be categorized into three groups, with metacognitive strategies being the first These strategies enable learners to manage their cognitive processes, fostering a deeper self-awareness as language learners.
(Fogarty,1994) luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
• Planing refers to the suitable choices of tactics and the fair share of facilities that influence task operation
• Monitoring points to one's consciousness of understanding and task performance
• Evaluating alludes to assess the final results of an assignment and the effectiveness at which the assignment was done This can comprise evaluating again strategies that were applied
Affective strategies are essential techniques that help learners manage their emotions, motivation, attitudes, and values, significantly enhancing their language learning capabilities By effectively controlling their feelings, learners can reduce anxiety, foster self-encouragement, and assess their emotional state, leading to greater success in their studies.
Social strategies are essential for students seeking opportunities to engage in collaborative learning environments Language acquisition inherently involves interaction with others, making it a fundamentally social activity (Hardan, 2013) Here are some effective strategies within this category.
• Asking questions: asking for explanation or confirmation, asking for a rectification
• Cooperating with others: collaborating with classmates or partners, qualified learners of the foreign language
• Empathizing with others: improvement ethnical comprehension mutual, recognizing others’ beliefs and emotions
2.4 Correlation between reading self-efficacy and reading strategies
According to Bandura (1994, 1986), self-efficacy significantly influences motivation, leading students to set their own goals and enhancing their public presentation skills Once goals are established, students demonstrate patience and resilience in overcoming obstacles Motivating students to read is crucial, as increased motivation correlates with higher reading volume, which in turn improves comprehension, vocabulary, and fluency Students who believe in their reading abilities are more likely to engage in reading activities Conversely, those who have experienced failure may struggle to develop self-efficacy, but through practice and perseverance, they can enhance their belief in their capabilities Ultimately, lower self-efficacy can hinder participation in learning activities (Bandura, 1986).
Poor learning tactics hinder students from addressing their learning difficulties (Schunk, 1991) Conversely, various studies have explored the impact of self-efficacy on learning Research by Pintrich (1999) and Wolters & Rosenthal (2000) highlights the connection between self-efficacy and motivation to learn, emphasizing the importance of effective learning strategies (Wong & Siow, 2003).
Research instruments
The study utilized a mixed-method approach to collect data, employing both questionnaires and semi-structured interviews as survey instruments Prior to distribution, a doctor evaluated the validity and reliability of the questionnaires and interview questions to ensure their effectiveness for the participating students.
A questionnaire was utilized to assess students' reading strategies and self-efficacy, comprising 55 closed-ended questions divided into three sections: demographic information, reading strategies, and reading self-efficacy According to Oppenheim (2001), closed-ended questions are beneficial as they are time-efficient, cost-effective, straightforward to administer, facilitate the examination of specific theories, and allow for easy data comparison among groups In the first section, participants provided demographic details such as gender, age, and study duration.
The article discusses the relationship between English reading skills and students' English scores in school In parts B and C, students conducted a questionnaire utilizing a scale to evaluate their responses Part B specifically aimed to survey the reading strategies employed by participants, with the reading strategies questionnaire being adapted from established English reading strategies.
The questionnaires created by Barón (2013) and Shang (2010) utilize a five-point scale for responses, where '1' indicates 'I never or almost never do this' and '5' signifies 'I always or almost always do this.' Part C focuses on assessing reading self-efficacy, using a modified version of the English Reading Self-Efficacy Questionnaire by Tobing (2013) In this questionnaire, '1' represents 'Not at All True of Myself' and '2' indicates 'Slightly True of Myself.'
True Of Myself"; '3' means that "About Halfway True of Myself"; '4' means that
The questionnaire, designed in both English and Vietnamese, allows students to respond accurately and without confusion, ensuring the collection of reliable results A rating of '5' indicates that a statement is "True of Myself," reflecting a strong level of self-identification The reliability of the questionnaire is robust, contributing to the validity of the findings.
The Cronbach’s Alpha coefficient was calculated at 0.969, indicating high reliability A pilot questionnaire was conducted to assess the clarity and reliability of the questions The table below presents the Cronbach’s Alpha indexes for the questionnaire items, demonstrating the overall reliability of the survey.
Table 3.2 Cronbach’s Alpha Indexes of the questionnaire items
Level of reading self-efficacy Reading comprehension strategies Cronbach's Alpha N of Items Cronbach's Alpha N of Items
These interviews were conducted to investigate reading strategies further and reading self-efficacy about the relationships between student self-efficacy and reading strategies
The semi-structured interview, consisting of seven questions reviewed by an expert, was designed to assess reading strategies and reading self-efficacy To ensure clarity and accuracy, the questions were piloted with five students, allowing for validation and reliability checks Additionally, the researcher pre-tested all research instruments to enhance their effectiveness Intra-rater reliability was employed to confirm significant improvements in the study's reliability and validity.
Intra-rater reliability measures the consistency of a single rater's assessments across different diagnostic tests, ensuring stable results under varying conditions According to Bachman (1990), if a rater applies the same standards consistently when evaluating the language output of different test takers, the resulting ratings are deemed accurate The interview questions were conducted in Vietnamese, with students responding accordingly.
Data collection procedures
Data were collected in mid-July during the 2019-2020 academic year, coinciding with the conclusion of the second semester At this point, students were nearing the completion of their curriculum, providing them with a comprehensive perspective on the challenges they encountered throughout the school year.
The study on English reading lessons and tasks at Xuan Truong High School was conducted with the Principal's permission and the support of teachers A Google Form questionnaire was distributed to gather data, with 300 participants submitting their responses Prior to the questionnaire, the researcher provided necessary explanations to the students Participants completed and submitted the questionnaire within three days The questionnaire was adapted from the English Reading Strategies Questionnaire developed by Barón (2013) and Shang (2010), focusing on English reading self-efficacy.
Questionnaire was developed by Tobing (2013) Then the questionnaire was piloted by
23 students who were concerned with the study
Following the initial analysis of the questionnaire data, successful interviews were conducted with 15 students from grades 10, 11, and 12 at Xuan Truong High School over the course of one week These students were deliberately selected based on their English scores Each one-on-one interview lasted approximately 15 minutes and included seven open-ended questions posed in Vietnamese The sessions were recorded, transcribed, and subsequently translated into English The primary objective of the interviews was to delve deeper into reading strategies and reading self-efficacy, as well as to examine the relationship between student self-efficacy and their reading tactics.
Commented [A1]: Too short Should be longer Commented [A2R1]: luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Data analysis procedure
In this study, the researcher utilized descriptive and content analysis techniques to examine the data The analysis was conducted using SPSS version 26, where the mean and standard deviation were calculated Descriptive statistics were employed to assess the frequency of reading strategy usage among EFL learners and their level of reading self-efficacy Additionally, Pearson Correlation was used to explore the relationship between reading self-efficacy and reading strategies.
Data judgment involves two types of data collection: quantitative and qualitative methods The quantitative data was analyzed using SPSS software, focusing on mean, standard deviation, and frequency The mean scores reflect the reading strategies employed by the students.
Secondly, the meaning of the mean scores express how students are that can do each of the things described to measure the level of EFL reading self-efficacy beliefs :
The researcher utilized qualitative content analysis to interpret the data gathered from interviews, enhancing the understanding of students' choices following the questionnaire During the interviews, notes were taken, and recordings were made for accurate transcription of key speech extracts The researcher then categorized the information into significant and minor themes, ultimately clarifying the meaning of the collected data and presenting findings from both the questionnaires and the semi-structured interviews with students, labeled as S1 through S15.
RESULTS AND DISCUSSIONS
Results
The study results are presented in alignment with the specified research questions, beginning with the conclusions for research question 1, followed by the findings for questions 2 and 3 Each section starts with quantitative data from the questionnaire, followed by qualitative insights gathered from the interviews.
4.1.1 The reading self-efficacy of EFL students at Xuan Truong high school
Table 4.1 indicates that the average reading self-efficacy score of EFL students at Xuan Truong High School is 2.54, with a standard deviation of 0.83 This suggests that the reading self-efficacy among these students is moderate and not significantly low.
The findings in Table 4.1 indicate that EFL students reported an average reading self-efficacy score of M=2.54 (SD=0.83) Notably, the levels of self-efficacy varied across different reading strategies Among these, social strategies yielded the highest self-efficacy score of M=2.93 (SD=1.17), while affective strategies recorded the lowest score at M=2.44 (SD=1.11).
It was followed by using metacognitive strategies and compensation strategies (M=2.50;
SD=0.90 and M=2.47; SD=0.93) Out of the six components, the level of reading self- efficacy of using memory strategies and cognitive strategies is at the same level (M=2.46;
SD= 0.98 and 0.88) The following were the details of reading self-efficacy of using each kind of strategy
Table 4.1 Descriptive Statistics of reading self-efficacy
1 I can use memory strategies 2.46 0.98 Slightly true
2 I can use cognitive strategies 2.46 0.88 Slightly true
3 I can use compensation strategies 2.47 0.93 Slightly true
4 I can use metacognitive strategies 2.50 0.90 Slightly true
5 I can use affective strategies 2.44 1.11 Slightly true
6 I can use social strategies 2.93 1.17 About halfway true
Reading self-efficacy 2.54 0.83 Slightly true
Note: M: mean; SD: Standard deviation
The evaluation of reading self-efficacy based on memory strategies revealed that EFL high school students exhibited a low level of self-efficacy (M=2.45; SD=0.98) Among the memory strategies assessed, the use of imagery was the most favored (M=2.59; SD=1.18), followed by placing new words into context (M=2.40; SD=1.08) The strategy of making associations between words and concepts ranked third (M=2.37; SD=1.09) The high standard deviation (SD>1.00) across the three items indicates significant variability in students' abilities to utilize memory strategies, with responses ranging from level 1 to level 5 This variability may stem from differences in proficiency among students in grades 10 to 12, as 10th graders may not perform as well as their 11th and 12th-grade counterparts.
Table 4.2 Descriptive Statistics of reading self-efficacy using Memory strategies
1 I can make associations of words with concepts
2 I can place new words into a context 2.40 1.08 Slightly true
3 I can use imagery 2.59 1.18 Slightly true
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy among EFL high school students, based on cognitive strategies, revealed a low overall level (M=2.4; SD=0.87) Notably, the highest reading self-efficacy was associated with the strategy of translating into Vietnamese (item 6: M=2.52; SD=1.01), while the strategies for identifying the main idea of a text and understanding paraphrased phrases or sentences showed the lowest levels of self-efficacy (items 4 and 7).
The study revealed that the average reading self-efficacy level for predicting text content was moderate, with a mean of 2.44 and a standard deviation of 1.06 The high standard deviation in items 4, 5, 6, and 7 (SD > 1.00) indicates varying proficiency levels among participants, particularly between 10th-grade students and those in 11th and 12th grades Additionally, the ability to employ cognitive strategies requires strong language skills and vocabulary, yet the overall competencies of participants were relatively low, with more than one-third demonstrating only moderate proficiency in English.
Table 4.3 Descriptive Statistics of reading self-efficacy using Cognitive strategies
4 I can get the main idea of a text 2.43 1.12 Slightly true
5 I can predict the content of a text 2.44 1.06 Slightly true
6 I can translate into Vietnamese 2.52 1.01 Slightly true
7 I can understand paraphrased phrases or sentences
Note: M: mean; SD: Standard deviation
The evaluation of reading self-efficacy based on compensation strategies revealed a low level among students, with a mean score of 2.46 and a standard deviation of 0.93, as shown in Table 4.3 Notably, the highest self-efficacy was observed in the ability to adjust or approximate the message, specifically in item 10.
M=2.67; SD=1.10) It was followed by understanding a text thanks to connectors ( item
8: M=2.46; SD=1.11) The level of reading self-efficacy basing on understanding words thanks to suffixes and prefixes was ranked last ( item 9: M=2.26; SD=1.04) In general, the study results also revealed that most EFL high school students valued their degree of confidence in using compensation strategies at a "slightly true" level Regarding the standard deviation reported in items 8,9,10 (SD> 1.00), it pointed out that the competence of using compensation strategies of the participants was contrary The reasons for the results might be students' English proficiency As shown in chapter 3, only 12.3 percent luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si of participants got from 8.5 to 10, and 26 percent of students got 7.0 to 8.4 The rest were said not to be good at English This affected their capacities to recognize connectors, suffixes and prefixes or approximate the message
Table 4.4 Descriptive Statistics of reading self-efficacy using Compensation strategies
8 I can understand a text thanks to connectors 2.46 1.11 Slightly true
9 I can understand words thanks to suffixes and prefixes
10 I can adjust or approximate the message 2.67 1.10 About halfway true
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy based on metacognitive strategies revealed a low overall level among students (M=2.49; SD=0.89) Key strategies that contributed positively included grasping the main idea of paragraphs (item 11: M=2.57; SD=1.10) and self-evaluating progress in English (item 14: M=2.56; SD=1.13) In contrast, the ability to relate new concepts to prior knowledge was lower (item 13: M=2.51; SD=1.08), while the understanding of sentence relationships within texts was the least effective strategy (item 12: M=2.34).
The standard deviation (SD=1.01) indicates significant fluctuations in responses, as noted in items 11, 12, 13, and 14 (SD>1.00) These variations stem from the differing levels of students, which affect their ability to utilize metacognitive strategies effectively.
Table 4.5 Descriptive Statistics of reading self-efficacy using Metacognitive strategies
11 I can get the main idea of each paragraph 2.57 1.10 Slightly true
12 I can understand the relationship of sentences in a text
13 I can relate a concept with already known knowledge
14 I can evaluate my own progress in English reading skills
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy based on the use of affective strategies was conducted using a single measured item (15) According to Table 4.6, the students demonstrated a low level of reading self-efficacy, with a mean score of 2.4367 and a standard deviation of 1.10607.
I can share my critical comments with my friends and my teachers Thanks to the results,
It can be exposed that the students judged their degree of confidence in using affective strategies at an average level
Table 4.6 Descriptive Statistics of reading self-efficacy using Affective strategies
15 I can share my critical comments with my friends and my teachers
Note: M: mean; SD: Standard deviation
Concerning the standard deviation of reading self-efficacy using Affective strategies was
The participants exhibited varying responses, with a reading self-efficacy score of 1.10, which was notably higher compared to other strategies For more information, please refer to the latest thesis available for download at luanvanfull@gmail.com.
4.7, with item 15: I can share my critical comments with my friends and my teachers,
31.3 percent of students agreed that this was slightly true of themselves, 27.3 percent approved of that this was about halfway true of themselves, 23.3 percent of students complied that this was not at all true of myself, 14.3 percent of participants asserted that this was mostly true of themselves; finally, 3.7 percent of participants consented that this was mostly true of themselves The results showed the data fluctuated strongly, so it can be asserted that the responses were spread powerfully
Table 4.7: Frequencies Statistics of reading self-efficacy using Affective strategies
Reading self-efficacy using Affective strategies
Cumulative Percent Valid Not at All True of
About Halfway True of Myself
The evaluation of reading self-efficacy based on social strategies revealed that students exhibited the highest level of self-efficacy among six components, with a mean score of 2.92 (SD=1.16) Notably, the reading self-efficacy associated with working in pairs or groups (M=2.97; SD=1.27) surpassed that of seeking assistance from teachers, classmates, or friends (M=2.88; SD=1.25).
Table 4.8 Descriptive Statistics of reading self-efficacy using Social strategies
16 I can ask teachers, classmates, or friend for help
17 I can work in pair or group 2.97 1.27 About halfway true
Note: M: mean; SD: Standard deviation
In terms of the standard deviation of reading self-efficacy using social strategies was
The results indicated that reading self-efficacy varied significantly among participants, as shown in Table 4.9, which displayed the frequencies of responses to questions 16 and 17 The responses ranged from "not at all true of myself" to "true of myself," reflecting a spectrum from level 1 to level 5 This fluctuation suggests that the level of reading self-efficacy based on social strategies was inconsistent among the participants.
Table 4.9: Frequencies Statistics of reading self-efficacy using social strategies
Reading self-efficacy using social strategies
3.00 65 21.7 21.7 64.3 luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Discussions
This section presents the research findings derived from questionnaires and semi-structured focus interviews, highlighting three key areas: the reading self-efficacy of EFL students at Xuan Truong High School, the English reading strategies employed by these students, and the relationship between their reading self-efficacy and the use of English reading strategies.
4.2.1 The reading self-efficacy of EFL students at Xuan Truong high school
The study's conclusions addressed the initial research question regarding the reading self-efficacy of EFL students, revealing a moderate level of self-efficacy among high school students at Xuan Truong The data indicated that participants perceived their reading self-efficacy based on indirect strategies to be higher than that of direct strategies Semi-structured interviews highlighted that performance accomplishments were a key source of reading self-efficacy, emphasizing the need for repeated practice and success in applying reading strategies However, students at Xuan Truong spent limited time on English learning, with 74% dedicating less than one hour to practice, hindering their mastery of reading strategies Additionally, only 11% of students achieved high scores in English, resulting in a lack of successful role models to boost their confidence Consequently, the limited sources of self-efficacy from their learning experiences contributed to the overall moderate level of reading self-efficacy among these students.
This result of the current study supported Bandura’s (1977, 1986, 1994) and Maddux&
Gosselin's (2003) theory about social cognitive and former researches (Chen, 2007;
According to Truong & Wang (2019), domination experiences play a crucial role in shaping feelings of self-efficacy While numerous studies highlight various sources that enhance students' reading self-efficacy, this research emphasizes that authentic mastery experiences remain the most significant source.
In terms of the level of reading self-efficacy, this study consumed conclusions that corroborate the findings of the earlier work in this field in the Vietnam context (Truong
The findings of this study indicate that the reading self-efficacy of participants in the Asian region is lower than that of students at Ferdousi High School, as noted by Wang (2019).
Shoushtar, a city in the southwest of Iran (Zare & Mobarakeh, 2011), the level of students in Muhammadiyah University Makassar, Indonesia (Asriati et al., 2018) and the level of
A study by Shang (2020) on Taiwanese EFL learners revealed that the reading self-efficacy levels at Xuan Truong High School were significantly lower compared to those of students at Southwest Charter School in the southwestern United States, as noted by McCrudden.
Perkins &Putney, 2005) However, EFL students' reading self-efficacy was higher than that of Algerian EFL students (Achour, 2016)
In conclusion, the study provided compelling evidence addressing the first research question of the ongoing investigation The results indicated that EFL students at Xuan Truong High School exhibited a moderate level of reading self-efficacy Furthermore, these findings align with the research conducted by Truong & Wang (2011) and are slightly higher than those observed in Algerian studies.
EFL students Nevertheless, it was almost lower than that of EFL students in other countries such as Indonesia, Taiwan, and the United States
4.2.2 English reading strategies use of EFL students at Xuan Truong high school
Concerning the reading strategies use of EFL students at Xuan Truong high school, this study's findings revealed that EFL high school students applied indirect strategies
In the study of reading strategies, it was found that learners frequently employed metacognitive, affective, and social strategies over direct strategies such as memory, cognitive, and compensation strategies Among the direct strategies, cognitive and compensation strategies were used more often, while affective and social strategies were the most prevalent among the indirect strategies Overall, affective and social strategies were the most consistently utilized, followed by metacognitive and cognitive strategies, likely due to their manageability Conversely, metacognitive and cognitive strategies were predominantly used during solitary reading comprehension practice, particularly techniques like prediction, goal setting, scanning, and skimming These findings align with previous research recommendations on the topic.
The findings indicate that the English proficiency of students at Xuan Truong High School is relatively low, which affects their reading skills To achieve proficiency in reading, students must engage in extensive practice using cognitive, memory, and compensation strategies However, the students tend to rely more on indirect strategies, often seeking assistance from teachers or peers through group work In the absence of support, they are likely to take risks or skip questions when faced with challenging reading tasks.
In terms of studies in the Vietnam context, This finding partly corroborates the ideas of
Nguyen (2018) found that EFL students employed three out of four reading strategies while engaging with general English academic materials, excluding the affective category This observation aligns with findings from studies conducted in overseas contexts.
Naseri (2012) identified cognitive and metacognitive strategies as the most frequently used reading strategies among EFL Iranian learners, alongside testing and compensatory strategies In contrast, Shang (2010) found that metacognitive strategies were the most common, followed by compensation and cognitive strategies Achour (2016) partially supported these findings, noting that cognitive strategies were regularly used, followed by metacognitive strategies Additionally, the current study revealed that socio-affective strategies were the most consistently employed reading strategies.
The findings indicate that the most commonly employed strategies include affective, social, metacognitive, and cognitive strategies While previous studies highlighted metacognitive and cognitive strategies as the most frequent, the current study reveals that affective and social strategies are utilized more consistently.
The research revealed that EFL students at Xuan Troung High School predominantly utilized indirect strategies during reading tasks They often depended on the support of teachers and classmates or took risks, rather than employing strategies such as predicting, scanning, or skimming prior to answering questions.
4.2.3 Relationship between EFL students’ reading self-efficacy and English reading strategy use
The study found a significant relationship between EFL students' reading self-efficacy and their use of reading strategies, supporting previous research Students with high reading self-efficacy effectively employed reading strategies, with a stronger connection observed between self-efficacy and direct strategies compared to indirect ones This suggests that the use of direct strategies may enhance reading self-efficacy more effectively, leading to a tighter relationship between them.
As can be seen, that study results directly fostered a significant relationship between reading self-efficacy and English reading strategy use, which proposed in the literature
(Zimmerman & Martinez-Ponns,1990; Pintrich, 1999; Wolters & Rosenthal, 2000; Shang
Research findings indicate a strong link between self-efficacy and the use of English reading strategies Enhancing self-efficacy not only increases the frequency of reading strategy usage but also boosts learners' reading self-efficacy Consequently, students with high self-efficacy are more likely to employ reading strategies regularly.
In conclusion, the study revealed a strong correlation between EFL students' reading self-efficacy and their use of English reading strategies These findings align with previous research, confirming the significant relationship between reading self-efficacy and the application of reading strategies.
Limitations
The study has limitations because it is the characteristics and procedure of research This could influence the generalizability of the conclusions
The study employed both quantitative and qualitative methods, utilizing a questionnaire and semi-structured interviews; however, it remains challenging for the researcher to eliminate external factors that may influence the survey and study results The analysis revealed that the VIF value in regression, being less than ten but greater than two, indicates potential multicollinearity, suggesting the presence of other influencing factors Additionally, participants self-evaluated their English proficiency through the survey, which may not accurately represent their actual skills, potentially impacting the study's findings.
This study does not provide a comprehensive understanding of reading self-efficacy and reading strategies among a broader population Additionally, the findings cannot be generalized to all Vietnamese EFL students, as the research was confined to EFL students at Xuan Truong High School Future studies involving participants from other high schools in Lam Dong province or different provinces may yield more representative results.
From the discussion mentioned above, several recommendations for further research can be deduced:
To enhance the validity and reliability of the study, it is recommended to expand the research subjects to various high schools in Dalat and throughout Lam Dong Province, as well as other provinces in Vietnam Conducting the study with a larger number of participants, including both teachers and students, will provide a more comprehensive understanding of the issues at hand Additionally, it is essential to recognize that a single study cannot address all variables present in different research sites, thus further investigations across multiple high schools in Vietnam are necessary to confirm the findings.
To broaden the current research, it is essential to investigate various reading comprehension strategies employed by EFL students and identify the most effective method within the EFL context Additionally, a comparative analysis of the results based on gender, age, and learning duration should be conducted to highlight both similarities and differences.
Learning English is essential both in school and outside of it, as it provides a clearer understanding of the participants involved For those seeking academic resources, the latest thesis downloads are available at luanvanfull, and inquiries can be directed to z z @gmail.com for master's thesis assistance.
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I would like to enlist your help I am a postgraduate student in TESOL at Ba Ria Vung
I am conducting a survey for my thesis at Tau University, focusing on the reading self-efficacy and English reading strategies of EFL students at Xuan Truong High School The survey will take approximately 15-20 minutes to complete, and your responses will remain anonymous and confidential Thank you for your time and cooperation.
1 How many years have you been studying English?
+ Year of Learning English: Under 5 5→7 8→ 9 More than 10
2 How many hours a day do you often self-study English?
less than 1 hour 1-3 hours more than 3-5 hours more than 5 hours
3 How many hours a day do you often practice your English reading skill?
less than 1 hour 1-3 hours more than 3-5 hours more than 5 hours
4 How could you appreciate your English score at school in the last semester?
B Reading strategies questionnaire adapted from the English Reading strategies
Questionnaire developed by Barón 2013 and Shang (2010)
This survey aims to gather insights on the different strategies employed when reading academic materials in English, such as textbooks for homework or journal articles.
All the items below refer to your reading of academic materials (such as textbooks, not newspapers or magazines) Each statement is followed by five numbers:
1, 2, 3, 4, and 5, and each number means the following:
‘1’ means that ‘I never or almost never do this’
‘2’ means that ‘I do this only occasionally’
‘3’ means that ‘I sometimes do this’
‘4’ means that ‘I usually do this’
‘5’ means that ‘I always or almost always do this’
After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to you
Note that there are no right or wrong responses to any of the items on this survey
1 Mem I associate new words or expressions to concepts already in memory
2 I place new words into a context
3 I relate new words or expressions using imagery
4 Cog I get the main idea quickly
5 I skip sentences if they are not suitable for the answer
6 I try to understand without translating
7 I translate each sentence into Vietnamese
8 I guess words and content from prior knowledge
9 I select and paraphrase specific information
10 Com I find the meaning of an English word by dividing it into parts that I understand
11 I make guesses from suffixes and prefixes to understand unfamiliar English words
12 I look for context clues to help me understand the meanings of vocabulary words
13 I adjust or approximate the message luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
14 Met I relate concepts with already known material
15 I try to understand the implicit meaning
16 I read the topic or heading of the passage
17 I figure out the main idea of each paragraph
18 I skim the text before reading for details
19 I predict what will come next
20 I read the questions before I read the passage
21 I have clear goals for improving my English reading skills
22 I evaluate my own progress in the new language
23 When I become confused about something I’m reading, I go back and try to figure it out
24 When the reading text is difficult, I neither give up
25 I try to find out how to be a better reader of English
26 I look for opportunities to read as much as possible such as magazines or newspaper articles in order to improve my reading ability in English
27 I review the material while studying for an examination
28 Aff I take risks in a language learning situation
29 I make critical comments or evaluate the content of the text and then share with my friends
30 Soc I discuss the problems and difficulties with teachers or friends
31 I ask the teachers, classmates, or friends for help
32 I work together with my classmates to solve the questions in the reading texts luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Reading self-efficacy questionnaire adapted from and the English Reading Self-
Efficacy Questionnaire developed by Tobing 2013
EFL Reading Self-Efficacy Beliefs Questionnaire
Please indicate your level of confidence in performing the tasks listed below by circling the corresponding number Rest assured, your responses will remain confidential, and your identity will not be disclosed.
Rate your degree of confidence by circling a number from 1 to 5 using the scale below:
‘1’ means that “ Not at All True of Myself”
‘2’ means that “ Slightly True Of Myself”
‘3’ means that “About Halfway True of Myself”
‘4’ means that “Mostly True of Myself”
‘5’ means that “ True of Myself”
1 Mem I can make associations of words with concepts
2 I can place new words into a context
4 Cog I can get the main idea of a text
5 I can predict the content of a text
7 I can understand paraphrased phrases or sentences
8 Com I can understand a text thanks to connectors
9 I can understand words thanks to suffixes and prefixes
10 I can adjust or approximate the message
11 Met I can get the main idea of each paragraph
12 I can understand the relationship of sentences in a text luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
13 I can relate a concept with already known knowledge
14 I can evaluate my own progress in English reading skills
15 Aff I can share my critical comments with my friends and my teachers
16 Soc I can ask teachers, classmates or friend for help
17 I can work in pair or group luan van tot nghiep download luanvanfull moi nhat z z @gmail.com Luan van thac si
Appendix B: Questionnaire for Survey (Vietnamese translation)
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Các em học sinh thân mến,