Luận văn reading self efficacy and english reading strategy use of EFL students at xuan truong high school

BA RIA VUNG TAU UNIVERSITYTHESIS READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL Student's name: LE THI NHAT TRA Student's code: 1811009

BA RIA VUNG TAU UNIVERSITY

THESIS

READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT

XUAN TRUONG HIGH SCHOOL

Student's name: LE THI NHAT TRA Student's code: 18110093

Supervisor's name: TRAN QUOC THAO, Ph.D.

BA RIA VUNG TAU, 2021

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY vii

RETENTION AND USE OF THE THESIS

viii ACKNOWLEDGEMENTS ix

ABSTRACT x

APPENDICES xi

LIST OF TABLES xii

LIST OF FIGURES xiii

LIST OF ABBREVIATIONS AND SYMBOLS xiv

CHAPTER 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3 Aims and Objectives of the Study 3

1.4 Research questions 4

1.5 Scope of the study 4

1.6 Significance of the study 4

1.7 Organization of the thesis 5

CHAPTER 2: LITERATURE REVIEW 7

2.1 Definitions of the Terms 7

2.2 Reading self-efficacy 7

2.3 Reading strategies 11

2.3.1 Reading strategies in reading skills 11

2.3.2 Types of reading strategies

12 2.4 Correlation between reading self-efficacy and reading strategies 15

2.5 Previous studies 16

2.6 Conceptual framework 19

2.7 Summary 20

CHAPTER 3: METHODOLOGY 21

3.1 Research design 21

3.2 Research site 22

3.3 Research participants 23

3.4 Research instruments 26

3.4.1 Questionnaire 26

3.4.2 Semi-structured interview 27

3.5 Data collection procedures 28

3.6 Data analysis procedure 29

3.7 Summary 30

CHAPTER 4: RESULTS AND DISCUSSIONS 31

4.1 Results 31

4.1.1 The reading self-efficacy of EFL students at Xuan Truong high school 31

4.1.2 English reading strategies use of EFL students at Xuan Truong high school 43 4.1.3 Relationship between EFL students' reading self-efficacy and English reading strategy use of EFL students at Xuan Truong high school .54

4.2 Discussions 56

4.2.1 The reading self-efficacy of EFL students at Xuan Truong high school 56

4.2.2 English reading strategies use of EFL students at Xuan Truong high school 58 4.2.3 Relationship between EFL students' reading self-efficacy and English reading strategy use 60

4.3 Summary 61

CHAPTER 5: CONCLUSION AND RECOMMENDATION 62

5.1 Summary of the main findings of the thesis 62

5.2 Implications 63

For teachers 63

For students 64

For administrators 65

5.3 Limitations 66

REFERENCES 68

Appendix A: QUESTIONNAIRE FOR STUDENTS 79

Appendix B: Questionnaire for Survey (Vietnamese translation) 84

Appendix C: Interview Protocol 89

Appendix D: Interview Protocol (Vietnamese translation) 90

Appendix E: Sample of interview data analysis 86

The thesis entitled READING SELF-EFFICACY AND ENGLISH READING

STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL was

successfully defended and approved on at Ba Ria Vung TauUniversity

Academic Supervisor: Dr TRAN QUOC THAO

BA RIA VUNG TAU UNIVERSITY

POSTGRADUATE INSTITUTE

BRVT, March 16, 2021

MASTER'S THESIS REPORT

Student name: LE THI NHAT TRA

Place of birth: Lam Dong Province

I- Thesis title:

READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE

OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL

II- Objectives and contents:

This study aims at investigating English reading strategy use and reading self-efficacy in the context of Xuan Truong high school, Lam Dong province The research objectives are

as follows:

- To examine English reading strategy use at Xuan Truong high school

- To inspect Xuan Truong high school EFL students' reading self-efficacy among Xuan Truong high school EFL students

- To investigate the relationship between EFL students' reading self-efficacy and their English reading strategy use

Sex: FemaleDate of birth: 09/11/1986

V- Academic supervisor: (full name, title)

TRAN QUOC THAO, Ph.D

I certify my authorship of the Master's Thesis submitted today entitled: READING

SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL

Ba Ria Vung Tau, March 16, 2021

LE THI NHAT TRA

RETENTION AND USE OF THE THESIS

I hereby state that I, LE THI NHAT TRA, being a candidate for the degree of Master ofTeaching English to Speakers of Other Languages accept the requirements of theUniversity relating to the retention and use of Master's Theses deposited in the Library

In terms of these conditions, I agree that the origin of my Master's Thesis deposited in theLibrary should be accessible for purposes of study and research, following the normalconditions established by the Librarian for the care, loan, and reproduction for theses

Ba Ria Vung Tau, March 16, 2021

Signature

LE THI NHAT TRA

Secondly, I would like to express my thanks to the school board staff, including theprincipal and the vice principals at Xuan Truong high school who have given meencouragement, support of time, and permission to implement this thesis there I thank all

of the research participants, my students, who have contributed to this study

Thirdly, I thank my classmates for the stimulating discussions, and for all the fun we havehad in the last two years

Last but not the least, I would like to thank my family: my parents for giving birth to me

in the first place and supporting me spiritually throughout my life

This work explores the relationship between self-efficacy in reading and readingstrategies the sample used consists of 300 EFL students at Xuan Truong high School inLam Dong province The participants are chosen purposively from students in grades10,11 and 12 at Xuan Truong high school The instrument applied to collect the data was

a questionnaire and semi-structured interview This study is participated by 300 EFL highschool students answering the questionnaire and 15 students answering 7 questions of thesemi-structured interview The collected data were estimated by SPSS with figures related

to mean, standard deviation, frequency, and Pearson correlation The finding of the paperreported that reading self-efficacy had a considerable correlation with the reading strategyuse of EFL students at Xuan Truong high school Moreover, the work finding discoveredthe level of reading selfefficacy was moderate Especially, the main sources of readingself-efficacy of the students were performance accomplishment and vicarious experience.Besides that, the study also declared the more frequent reading strategies used wereindirect reading strategies including metacognitive strategies, affective strategies, socialstrategies In the hope that the results were made clearer and more reliable, the datagathered from the semi-structured interview were encoded and interpreted These basicfindings are hoped to provide a greater foundation about the relationship between self-efficacy in reading and reading strategies in the Vietnamese context

Keywords: reading self-efficacy, reading strategies, direct strategies, indirect strategies,

source of self-efficacy

Appendix A: Questionnaire for Survey

Appendix B: Questionnaire for Survey (Vietnamese translation)Appendix C: Interview Protocol

Appendix D: Interview Protocol (Vietnamese translation)Appendix E: Sample of interview data analysis

LIST OF TABLES

Table 3.1: Participants' general information

Table 3.2 Cronbach's Alpha Indexes of the questionnaire items

Table 4.1 Descriptive Statistics of reading self-efficacy

Table 4.2 Descriptive Statistics of reading self-efficacy using Memory strategiesTable 4.3 Descriptive Statistics of reading self-efficacy using Cognitive strategiesTable 4.4 Descriptive Statistics of reading self-efficacy using Compensation strategiesTable 4.5 Descriptive Statistics of reading self-efficacy using Metacognitive strategiesTable 4.6 Descriptive Statistics of reading self-efficacy using Affective strategiesTable 4.7: Frequencies Statistics of reading self-efficacy using Affective strategiesTable 4.8 Descriptive Statistics of reading self-efficacy using Social strategiesTable 4.9: Frequencies Statistics of reading self-efficacy using social strategiesTable 4.10 Descriptive Statistics of reading self-efficacy using direct and indirect strategies

Table 4.11 Descriptive Statistics of reading strategies use of the students

Table 4.12 Descriptive Statistics of Memory strategies use of the students

Table 4.13 Descriptive Statistics of Cognitive strategies use of the students

Table 4.14 Descriptive Statistics of Compensation strategies use of the studentsTable 4.15 Descriptive Statistics of Metacognitive strategies use of the studentsTable 4.16 Descriptive Statistics of Affective strategies use of the students

Table 4.17 Descriptive Statistics of Social strategies use of the EFL students

Table 4.18 Correlation Statistics of reading self-efficacy and using reading strategies

LIST OF FIGURES

Figure 2.1: Conceptual framework of the relationship of reading strategies and reading self-efficacy 34

LIST OF ABBREVIATIONS AND SYMBOLS

English as a Foreign Language

EFL

CHAPTER 1 INTRODUCTION 1.1 Background to the study

Reading may be a mental procedure of interpreting symbols to acquire meaning from text.Good reading skills can help learners improve spelling and expand their vocabulary.Katherine (1990), a reading expert, clarified reading comprehension as a holistic procedure offorming meaning from written text through applying knowledge Reading comprehension isthe ability to read a text, process it, and understand its meaning Being an excellent reader,learners will be capable of dealing with other language skills like writing, speaking, andlistening As in 1991, Grabe asserted that reading was a fundamental skill, therefore is themost significant skill in which second language learners had to master in acquiring language.Reading plays an integral part not only in language acquisition but also in examinations It isthe reason why English teachers need to focus more attention on reading skills

Long passages with many difficult words and complicated questions always discouragedstudents Core vocabulary and basic grammatical knowledge are not enough for students to besuccessful in reading tests becaus of the time Besides that, students do not have enough time

to read everything in their tests Therefore, for students to complete their reading tests, theyneed to have the ability to develop reading strategies, to quickly and effectively read throughtheir tests, and allow them to make educated guesses when they do not fully understand apassage Rigney (1978), a researcher in second language reading, suggested that the morediverse strategies learners use, the more they acquire, store, and retrieve information In 1989,Oxford and Crookall described learning strategies as acquisition proficiency, manners,

Bandura, & Martinez-Pons, 1992), overcome challenges by using strategies in which the learners can be motivated to add to their attempts and competence (Bandura, 1993; Dweck, Walton, Cohen 2014) Therefore, self-efficacy can help students with difficulty reading while also promote students to persevere through all the reading materials Self-efficacy and reading strategy are crucial components in the reading process Numerous published studies are positing the role of self-efficacy in reading (Shang, 2010; Naseri &Zaferanieh, 2012; Kargar & Zamanian, 2014; Pilvi Peuraa & his group, 2019) These studies also showed, students with high self-efficacy had a great inspiration and got better results compare with those with lower self-efficacy According to Maddux and Volkmann, self-efficacy made learners more confident to choose and apply plans and strategies The evidence from the studies suggests that reading strategy and reading selfefficacy influence the reading process of students.

In Vietnam, English is the official foreign language taught in most schools However,Vietnamese students seem to have difficulties in reading English One of the reasons for this

is the lack of interest in reading Students just read the compulsory textbooks necessary forregular examinations Secondly, students who lack the incitement to read usually show theirnegative attitudes toward reading Reading is a difficult task for most students because of thelack of understanding of grammar and vocabulary, reading texts are too long, poor readingstrategies, misunderstanding of English discourse Besides that, there are some readingproblems of Vietnamese students; For example, misunderstanding the meaning of words andsentences, unrecognition of coherence of the passage, skipping or focusing on details

At Xuan Truong high school, aside from the above challenge, the students meet otherproblems Xuan Truong is in the suburb of Dalat city Students only learn English in theclassroom for only two hours every week, which is very little time to master the English

language Provided reading materials at school are not good enough to gradually improvereading skills Almost all reading materials are select from various sources with differentlevels of reading within the materials Another problem is class size and multi-level classes.The difficulties prevent students from improving their reading skills.

1.2 Statement of the problem

At Xuan Truong high school, almost all students are without effective reading strategies, sothey have to face some problems One of the mistakes of the students is to try to read all theinformation in the text This, of course, is not wrong if students have a good reading speed.Nevertheless, for those learners who have a slow reading speed, this will take much time.Instead of predicting the words based on context, the students desire to understand words inthe text, which is impossible entirely The students spend too much time on one question,which makes learners spend valuable time on more straightforward questions The studentsoften make assumptions thanks to their background knowledge without basing on theinformation provided in the article Because the students do not master how to use differentreading strategies effectively so they cannot deal with all the questions, they lack reading self-efficacy

There are five influences on self-efficacy: performance experience, indirect experience, socialpersuasion, visual experience, and physical and emotional state (Bandura, 1997; Maddux &Gosselin, 2003) Students have reading self-efficacy when they have more readingexperiences, but they are not exposed to reading texts frequently Furthermore, they do notfeel convinced because their peers try in vain to do the tasks They are only confident whendetermining their own abilities Based on self-efficacy sources, the level of self-efficacy ofstudents at Xuan Truong is at a low rate In the classroom, the students with low reading self-efficacy do not have the motivation or encouragement to keep on or do the tasks again in case

of failure The difficulties in improving their reading selfefficacy and reading strategiesprevent the students from getting good reading skills Therefore, to improve reading skills atXuan Truong high school, a study to find reading self-efficacy and English reading strategyuse of EFL students at Xuan Truong high school is an important thing

1.3 Aims and Objectives of the Study

This study explores and their English reading strategy use in Xuan Truong high school, LamDong province The specific objectives of the research are as follows:

• 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 theirEnglish reading strategy use

1.4 Research questions

To achieve the aforementioned objectives, the following research questions must beaddressed:

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 highschool?

3 Does EFL students' reading self-efficacy correlate with their English reading strategyuse? If yes, how?

1.5 Scope of the study

The study aimed to procure reading self-efficacy and English reading strategy use of EFLstudents at Xuan Truong high school to improve the kinship between reading selfefficacy andEnglish reading strategy The study was managed at Xuan Truong High school Onlyactivities involved in the reading skills of 300 students who were learning English in grades

10, 11, and 12 at Xuan Truong high school were investigated in the study The methods design was done by examining reading self-efficacy and English reading schemesused in the context of Xuan Truong high school Questionnaires and semi-structuredinterviews were exercised to collect information To analyze data, SPSS and content analysiswere employed

mixed-sufficient exposure to English The study is applied to a new condition; a teaching andlearning problem has been basically solved The study adds more details, concretizingevidence of reading self-efficacy and reading strategies The posed problem needs to besolved at Xuan Truong High school because it meets the demand for teaching and learninglanguage and improves students' language competence.

The study would distribute information and reference to other related researches The result ofthe study was valuable data to students and teachers Thanks to the result and informationfrom the study, students can avoid reading mistakes and overcome difficulties in reading self-efficacy and reading strategy Understanding the association between reading self-efficacyand reading strategy assists students to improve reading skills Students also take advantage

of reading skills to enrich the vocabulary and improve their language skills and acquire asecond language With the finding, English teachers can adjust teaching methods to guidestudents reading strategies and apply plans to encourage reading self-efficacy Moreover, byraising the teachers' self-efficacy, it can be transmitted to the students and develop their sense

of efficacy in reading This helps students more confident to choose and apply appropriatereading strategies when doing the reading task

1.7 Organization of the thesis

This study report consists of five separate parts consisting of an introduction, literaturereview, 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 researchquestions Finally, the scope, importance of the study, definitions of the terms, andorganization 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 strategiesare reviewed Particularly, direct strategies and indirect strategies are

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 alsopoints 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

CHAPTER 2 LITERATURE REVIEW

This chapter supplies an overarching review of the literature relevant to the presentinvestigation The first section specifies reading self-efficacy definition, characteristics,origins of self-efficacy, and its role in reading The second section explores reading strategiesconsist of reading strategies in reading skills and types of reading strategies The third andfourth sections focus on reading schemes and conjunction between two factors, readingstrategies and reading self-efficacy The last section focuses on related national andinternational studies reviewed to emphasize important factors affecting reading strategies andthe relationship between reading self-efficacy and reading strategies

2.1 Definitions of the Terms

For this study, many terms must be defined to provide a specific perspective on the issuesdiscussed

• 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

2.2 Reading self-efficacy

In this part of the chapter, four main points of reading self-efficacy were reviewed Theyconcluded definition, characteristics of reading self-efficacy, sources of reading selfefficacy,and the roles of reading self-efficacy in the reading process

According to Bandura (1977), who proposed the concept, self-efficacy refers to anindividual's belief in their capacity to execute behaviors necessary to produce specific

performance attainments Moreover, recent evidence has also suggested self-efficacy 7

exhibits the personal sensing of external social factors (Bandura, 1977; Mischel &Shoda,1995) This belief, fixes to a mission or field of knowledge or performance, shapes themanners and strategies that help a person follow their goals (Bandura, 1977; Nagaoka et al.,2013) Besides that, Ormrod (1999) has addressed that self-efficacy deliberates one'sapprehension of what strategies he/she could attempt in a group setting Furthermore, Lockeand Latham (2002) have reckoned self-efficacy is the belief considering the capabilities ofsuccessfully finishing tasks or goals Self-efficacy is the belief one has in their abilities,specifically the ability to meet the challenges ahead of them and complete a task successfully(Akhtar, 2008) Besides, Kolbe (2009) has stated that self-efficacy is that trust in naturalability shows judging a person's special cognitive power It also concerns; the ability to bedetermined to overcome difficulties or barriers which prevent one from getting achievement

by using their inborn ability General self-efficacy refers to our overall belief in our ability tosucceed The definition of self-efficacy in the study separates it from other factors and,teachers can recognize self-efficacy in the teaching process Understand the definition of self-efficacy is important because it will help teachers and students raise their awareness of self-efficacy

A considerable amount of literature on the characteristics of self-efficacy has been found.Magnitude points to the difficulty levels of tasks in which learners trust that they can get;strength refers to a degree of conviction that one given task is attainable and generally directs

to one ability to make a decision and a judgment by themself in different contexts Magnitudeand strength of self-efficacy judgments are the basis of most measurements of self-efficacy.Bandura (1986) has addressed that students with high self-efficacy would have more

efficacy as confidence, accurate evaluation, willingness to take risks, sense of accomplishment, and willingness to make mistakes The generalisability of much- published theories

self-on this issue pointed out that the researchers have a positive outlook on the nature of self- efficacy.

In the past, much more information has become available on the roots of self-efficacy Formerresearch determinations into self-efficacy have reported the origin of self-efficacy that areperformance accomplishment, repeating experiences (role modeling), social urging (verbalpersuasion), effusive stimulation, and imaginal experience (Bandura,1977, 1986, 1994;Maddux& Gosselin, 2003) The study demonstrated concentrating on active acquirements orsupremacy occurrences individual performance accomplishment provides the most prestigiousroot of self-efficacy because it has come from actual domination experiences successes.Consequently, awareness of self-efficacy improved by gaining success several times Thesecond source is through substitute involvements supplied by social standards oneself succeed

by maintained attempts raised perceivers' thoughts that they also occupy the efficiency toacquire proportionate actions demand to succeed by the symbolic studying In that case, theimpression of imitation on selfefficacy is strongly concerned about the re-markingresemblance to the standards The third way to create self-efficacy is the social exhortation toconvince others to suppose that they have competencies that will facilitate them to accomplish

a target It will contribute to triumphant public presentations if the craved assessment iswithin a practical boundary The fourth origin of self-efficacy is an emotional stimulation orphysiologic state People also depend relatively on their corporal and aroused state whileconsidering their aptitudes In reality, strain actions and apprehension clarified as signs ofsusceptibility, of shabby operations mood also influenced people's judgment about self-efficacy Therefore an optimistic state of mind uplifts self-efficacy Stajkovia (2016) includesthe perception of ability, whether your perception of ability was fixed or acquirable is a factorthat affects self-efficacy

According to Bandura's theories, each learner at the same level or capability might deal withthe task distinctively (Bandura, 1977, 1986, 1997) thanks to their efficacy beliefs In

addition, learners with stronger self-efficacy or mastery expectations would be energetic to make efforts (Bandura, 1977, p 247) Simultaneously, Bandura asserts that selfefficacy impacts which task students choose and or ward-off, and how much effort they put into the task It also influences their resilience and persistence when undertaking a challenging task Students would form a belief, make progress, and assume it to be true about themselves This belief will highly contribute to their success or failure in school and reading skills in particular Individuals with low self-efficacy compare with the individual who has high self-efficacy can try to complete a task and maintain attempts for a longer time (Schunk, 1990) While individuals' behavior is influenced by self-efficacy beliefs vise versa individual's future efficacy beliefs can also be affected by their behavior (Chapman & Tunmer, 2003; Williams & Williams, 2010, as cited

in Prat- Sala & Redford, 2012) The above theories emphasize the roles of self-efficacy in the learning process and how it affects reading, there is a large volume of published studies describing the position of self-efficacy in reading Reading self-efficacy also involves positive features of reading comprehension (Schunk & Rice, 1993) On the other hand,

which learners manage to show what they have comprehended Asriati, Atmowardoyo, and Jabu (2018) reveal that students' self-efficacy in reading comprehension is positive, which has influences on learning English particularly reading courses Therefore; the students' self- efficacy affects their fulfillment in the reading course Peuraa et al (2019) demonstrate when at second grade, the efficacy beliefs are connected

to reading fluency and fluency development The finding is a sign that focuses on the association between self-efficacy and reading development even when learners are primary school children The above points are shreds of evidence that have asserted the valuable part of self-efficacy in reading.

2.3 Reading strategies

2.3.1 Reading strategies in reading skills

There were several theories and studies about reading strategy roles toward reading,especially reading comprehension The reading strategy study used to spotlight the usages ofreading plans in reading tasks that certified the importance and convinced effects of readingstrategies on individuals' reading comprehension (Grover, Kullberg & Strawser, 1999).Additionally, Bazerman (1985), Pressley & Afflerbach (1995)explored that goodcomprehension was not natural However, it mainly relied on cognitive attempts consisting ofcognition about and rule of the cognition procedure In reading, the cognition attempt wasshown through reading strategies (Alexander & Jetton, 2000) Besides that, Alexander &Jetton (2000) also asserted the learners had to deliberately implore reading tactics and thanks

to employing the techniques, the learner could adjust and improve their readingcomprehension Moreover, Brown (2001) reported that the appropriate and effectiveenlargement of reading strategies was 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 need to understand the terms to apply in the teaching process Paris et al.(1983) state that skills are expertise that becomes automatic through practice, whereasstrategies are skills under consideration Additionally, Afflerbach et al (2019) point out thedifference between the term skills and strategies is whether the acts are automatic ordeliberate They also maintain that a deliberate, conscious, metacognitive act is a readingstrategy when it gets natural and self-acting, reading scheme will then turn into a reading

affects their comprehension Block (1986) states that reading strategies exhibit the way readers consider an assignment, what textual suggests they are involved in, the way they understand the text, and what they do in case they do not understand the text Garner (1987), reading strategies are defined as what learners do to understand ideas of the text so it can help the learners to acquire, store, and retrieve knowledge Moreover, they can use strategies to solve reading comprehension problems The strategies are ranged from simple ones to complicated ones for example from simple arranging strategies such as simply reading again rough parts and predict new words basing on linguistic context to more comprehensive strategies such as giving a summary and reciting the reader's basic cognition (Janzen, 1996) In other words, Richards and Renandya (2002) report that reading strategies are plans to solve problems faced in constructing meaning Additionally, reading strategy can be regarded as how readers interact with written texts and improve text comprehension (Rajoo & Selvaraj, 2010).

There is an amount volume of published studies of the role defining reading tactics in readingskills Barnett (1989) and Chen (2006) detect that to get a successful reading comprehension,learners should be able to integrate and apply multiple reading strategies and skills.Additionally, Kũẹũkoglu (2013) concludes that reading schemes are critical components inadvancing students comprehension Therefore, students with effective reading strategies canimprove their reading skills in language classes Using effective reading strategies canpositively improve other language reading skills (Rraku, 2013) He also emphasizes that how

to read is integral to the expansion of reading skills Mohamed (2018) states that the use ofreading strategies raised student's reading standards and prompted students to read more

2.3.2 Types of reading strategies

Data from several sources have listed many types of reading strategies These strategiesinclude memory, cognitive, compensation, metacognitive, affective, social, and testtakingstrategies (Oxford, 1990; Caverly, 1997) Nunan (1999) addresses some reading strategiessuch as skimming, scanning, textual genre, using non-verbal cues, using titles, subtitles,predication, textual cues, construction of cohesive links, using keywords,

building inferences, information transfer, and summarizing Brown (2001, 2004) announces ten principal strategies for reading comprehension Grabe (2009) finds two strategies: know- want to know- learned (KWL), and survey, question, read, recall, review (SQ3R) According to salisbury.edu (2012), it states six reading tactics: foreseeing, decoding, explaining, questioning, visualizing, and giving a summary of the passages The reading strategies section of Think Literacy: Cross-Curricular Approaches includes an introduction, examples of reading strategies in different situations Firstly, when being well prepared to read, it states previewing a text, examining the features of a text, finding organizational arrangements, expectancy instructions finding cue phrases, broadening lexicon Secondly, when joining in reading, it reports strategies that are predicting the meaning basing on the context, focusing on the most important or the least important information, and arranging ideas thanks to the concept map, visualizing, taking notes Thirdly, when answering reading questions, the strategies addressed to respond to a text, concluding, making judgments Lastly, when facing different text forms, reading informative passages, reading graphical texts, reading philosophical texts, the following directions are stated.

There are many types of reading strategies are posted above; however, the ways to learn areseparated into two main types, which are direct and indirect strategies (Oxford, 1990, 2003,

2011, 2018) Direct strategies are stated that strategies directly concern the target language.They demand the target speech's cognitive procedures in different manners and for differentpurposes (Oxford, 1990, p 37) From another perspective, she reports indirect strategies thatfoster and evaluate learning without straight concerning the language that learners want to

acquire (Oxford, 1990, p 135).

2.3.2.1 Direct strategies

According to Oxford's system (Oxford, 1990), direct strategies consist of three troops Firstly,cognitive strategies enable learners to manipulate language material directly With thesestrategies, learners can construct and make revisions to internal metal modes, and then thelearners can gain and provoke communication in the target language Some cognitivestrategies are posted:

• Practising: copying a language shape, including prominent rehearsal and implicitrehearsal.

• Getting and transmitting communication: acquiring the view rapidly, using a supplyfrom deriving and transmit the information

• Examining and justification: explanation inductively, inspecting declaration andcontrastively, interpreting, changing

• Forming construction for input and output: making notes, giving a summary, andspotlighting

Secondly, memory strategies help learners develop their retention of meaningful ideas Thesestrategies combine new knowledge to background cognition through ocular or acoustical hintsand can be adjusted to be acceptable to a diversity of acquisition content There are somestrategies in this group

• forming cognitive connection: gathering, companion, replacing new words intocircumstance

• Exercising reflections and sound: applying representational procedure, philology chart,using core words or phrases

• Reviewing well: structure reviewing

• Using behaviours: applying corporal response or feeling, exercising a mechanicalapproach

Lastly, compensation strategies help learners make up for the missing words to use languagedespite large gaps in knowledge The following is a strategy in this group:

• Guessing intelligently: using linguistics clues or other clues

2.3.2.2 Indirect strategies

Oxford (1990) also says that there are three groups in indirect strategies Firstly,metacognitive strategies help learners control their own cognitive This helps individualsknow themselves better as language learners This group includes the following strategies(Fogarty,1994)

• Planing refers to the suitable choices of tactics and the fair share of facilities thatinfluence 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 atwhich the assignment was done This can comprise evaluating again strategies thatwere applied

Secondly, affective strategies are techniques that learners can adjust emotion, motivation,attitude, and value The strategies let learners be successful in control their feelings, so thestrategies affect language learning powerfully It consists of lowing anxiety, encouragingthemselves, and taking emotional temperature

Lastly, social strategies are movements that students attach to pursue chances to be involved

in a situation where studying and rehearsing with others is achievable The natures oflanguage learning are related to other people, and learning a language is a social activitymethod, so the strategies are essential (Hardan, 2013) The following is some strategies in thisgroup

• 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, recognizingothers' beliefs and emotions

2.4 Correlation between reading self-efficacy and reading strategies

Bandura (1994, 1986) states that the senses of self-efficacy affect motivation, and students set

they can do something are motivated to do that thing If they believe that they actually can read, they will be more motivated to read However, some of the students have learned failure because they practice until they can do

it Students learn that they can do it to improve self-efficacy and the belief that they can do something The ability to participate in learning activities is held back by lower self-efficacy (Bandura 1986; Schunk 1991); besides, poor learning tactics prevent students from decoding learning difficulties On the other hand, numerous studies have attempted to explain the roles of self-efficacy Pintrich (1999), Wolters

& Rosenthal (2000) show the relationship between self-efficacy and motivation to learn, applying learning strategies (Wong &Siow 2003; Zimmerman & Martinez-Pons 1990) Wong & Siew (2005) address the significant positive relationship between self-efficacy and learning strategies They also state that the higher self-efficacy is, the more learning strategies are used.

2.5 Previous studies

Shang (2010) identified the use of three approaches to read (cognitive, metacognitive,compensation strategies), the effect of self-efficacy, and the association between readingstrategy use and detected self-efficacy on their English reading comprehension Thecontributors were 53 English-major freshmen from I-Shou University The instruments werequestionnaires, qualitative interview techniques, and quantitative research methods such aspaired-sample t-test and Pearson Product Moment Correlation The thesis's findings revealedthat the reading strategies used were metacognitive strategy, compensation strategy, andcognitive strategy Besides, the correspondence between reading self-efficacy and readingstrategies was certified to be a significant convincing relationship

Zare and Mobarakeh (2011) investigated the relationship between self-efficacy and readingstrategies among 45 senior high school students in Shoushtar in Iran They used two

questionnaires to estimate students reading self-efficacy and reading strategies Moreover, toexamine the relationship between self-efficacy and the use of reading strategies, the Pearsoncorrelation coefficient was used The study's findings showed that the majority of studentsfeel confident in their abilities to do reading tasks The level of

using reading strategies is satisfactory Finally, the conjunction between self-efficacy and the use of reading strategies was reported to have considerably corresponded.

Tobing (2013) also explored the conjunction of reading strategies and self-efficacy with thereading comprehension of 138 secondary school students from a state high school inIndonesia The Survey of Reading Strategies (SORS), A self-efficacy questionnaire, anEnglish reading test from a practice book for National Examinations were used as instruments

to measure reading strategy, students' self-efficacy belief, comprehension ability The study'sconclusion determines that reading strategies and reading comprehension had a powerfulkinship, and both of them influence reading comprehension ability Furthermore, therelationship between self-efficacy and reading comprehension were addressed Lastly, sheconcluded that the conjunction of selfefficacy and reading comprehension is not morevaluable than the relationships between self-efficacy and reading comprehension

Fitri Sofyan, and Jayanti (2019) determined the affinity between reading self-efficacy andreading comprehension Two hundred seventy-three students in grade twelve of science class

at SMAN 5 Bengkulu were participants This is a quantitative design study The reading efficacy questionnaire, reading comprehension test, and Pearson Product Moment in SPSS 15was exercised to estimate reading self-efficacy, reading comprehension, and the correlationbetween the two features The results show an assured connection between reading self-efficacy and reading comprehension They also confirm that if students have high readingself-efficacy, their reading comprehension ability will be grand

self-Phan (2016) investigated a group of university teachers in Vietnam who were swayed bycontextual ingredients of the self-efficacy in teaching English as a Foreign Language (EFL).Eight teachers teaching General English and IELTS at a technical university in the South ofVietnam were participants Emphasis group discourse, separating interviews, recording, andwatching were instruments to collect data The findings propose that particular characteristics

of context influenced what composed the origin of efficacy data

and how they acted Besides, it was reasonable that alterations in the circumstances causealterations in the way in which efficacy information was evaluated and chosen.

Tran and Nguyen (2017) examined English as Foreign Language (EFL) teachers who used thereading strategies in young language learners' classes and analyzed the sensing of readingstrategy kinds to which students can pay attention They analyzed the information from thequalitative data collected from questionnaires delivered to 63 EFL teachers The findingsshowed 11 reading tactics among which handling context clues were the most commonlytaken and that the four most preferred reading tactics that improved students' keenness onreading strategies that helped motivate students to read included mini-contests, pair work,group work, and role play

Nguyen (2018) studied varieties in applying reading strategies among Vietnamese universitystudents who learned English as a foreign language and those who learned English as asecond language in their reading General English texts 122 English majored, and 164 non-English majored second or third-year students from the University of National Economics andAcademy of Banking majoring in Accounting and Finance are participants The data arecollected through the Reading Strategy Questionnaire and Self-Strategic Regulation.Statistical Package for Social Science is employed to examine the information Anindependent T-test and one-way MANOVA were utilized to find each tactic's frequency levelused by two groups of students The results showed that the use of Cognitive strategies hadconsiderable differences between the two groups All strategies ESL students used the mostappeared in the category of Cognitive strategies However, the lowest level students in bothgroups use the same five strategies, which belonged to Meta strategies The study result also

(ANOVA) and stepwise multiple linear regression was applied to investigate the components' rapport The findings that self-efficacy beliefs are critically connected to English language proficiency when students' grounding knowledge and learning expertise were dominated Besides, the findings also asserted that there were differences between students' self-efficacy beliefs of students from different areas Those from the south region had a higher level of self- efficacy beliefs than the other areas such as the north and central regions.

As shown in the above-related studies, quite a few studies investigate the association betweenreading self-efficacy and reading tactics used by students in the Vietnam context Therefore,this study is necessary to explore whether there are any bonds between reading self-efficacyand reading strategies used by students in the Vietnam context

3 o

strategies

1 f

Meta cognitive strategies H

s 2 t n Ờ 5

Social strategies