Document Type : Research Paper
Author
Associate professor, Imam Khomeini International University, Qazvin, Iran
Abstract
The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, they were asked to respond to the two questionnaires of MARSI (Metacognitive Awareness of Reading Strategies Inventory), and RSEQ (Reading Self-Efficacy Questionnaire). To analyze the data, multiple regression analyses and correlation procedures were used. The results revealed a significant relationship between the use of reading strategies and reading comprehension. Also, a significant relationship was found between the use of reading strategies and reading self-efficacy. Moreover, the findings showed a positive relationship between reading self-efficacy and reading comprehension of Iranian EFL learners. The results of this study may have implications for teachers, learners, and materials developers.
Keywords
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Alimoradi, H., Jahandar, S., & Khodabandehlou, M. (2013). The impact of self- efficacy on Iranian EFL learner’s reading comprehension ability at pre-intermediate level. An Online International Journal, 3(4), 649-657.
Amer, A., Al Barwani, T., & Ibrahim, M. (2010). Student teachers’ perceived use of online reading strategies. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 6(4), 102-113.
Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283-297.
Anderson, N. J. (2004). Metacognitive reading strategy awareness of ESL and EFL learners. The CATESOL Journal, 16(1), 11-27.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1989). Social cognitive theory. Annals of child development, 6, 1-85.
Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 4(1), 287-310.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school- based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 4(5), 537-550.
Ghezlu, M., Kordi, L., & Nasri Nasrabady, A. (2014). Gender differences in reading strategy use, reading self-efficacy, and perceptual learning styles among EFL learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(1), 609-624.
Ghonsooly, B., & Elahi, M. (2010). Learners’ self-efficacy in reading and its relation to foreign language anxiety and reading achievement. Journal of English Language Teaching and Learning Year, 53(217), 46-67.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.
Karbalaei, A. R. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10(2), 165-180.
Keskin, H. K. (2014). A path analysis of metacognitive strategies in reading, self-efficacy and task value. International J. Soc. Sci. & Education, 4(4), 798-808.
Khoshsima, H., & Rezaeian Tiyar, F. (2014). The effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. International Journal of Languag and Linguistics, 2(3), 134-139.
Kolic-Vehovec S., Roncevic B., & Bajsanski I. (2008). Motivational components of self-regulated learning and reading strategy use in university students: The role of goal orientation patterns. Learning and Individual Differences, 18(1), 108–113.
Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190.
Li, F. F. (2010). A study of English reading strategies used by senior middle school students. Asian Social Science, 6(10), 184-191.
Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162.
Mahmoudi, E. (2014). Reading strategy use among Iranian EFL Learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 6(1), 371- 378.
Mokhtari, K., & Reichard, C.A. (2002). Assessing students’ metacognitive awareness of reading strategy. Journal of Education Psychology, 94(2), 249-259.
Naseri, M., & Zaferanieh, E. (2012).The relationship between reading self-efficacy beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2(2), 64-75.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158.
Rastakhiz, M., & Roudgar Safari, M. (2014). The relationship between global reading strategies and support reading strategies on Iranian intermediate EFL learners’ reading comprehension ability. Indian Journal of Fundamental and Applied Life Sciences, 4(S4), 491-503.
Rivers, W. M. (1981). Teaching foreign-language skills. Chicago: University of Chicago Press.
Salehi, K., & Khalaji, H. R. (2014). The relationship between Iranian EFL upper intermediate learners’ self-efficacy and their reading comprehension performance. International Journal of Educational Investigations, 1(1), 274-282.
Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. The Asian EFL Journal Quarter, 12(2), 18-42.
Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431–449.
Soleimani, H., & Hajghani, S. (2013). The effect of teaching reading comprehension strategies on Iranian EFL pre-university students' reading comprehension ability. International Research Journal of Applied and Basic Sciences, 5(5), 594-600.
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1–27.
Sung, Y. T., Chang, K. E., & Huang, J. S. (2008). Improving children’s reading comprehension and use of strategies through computer-based strategy training. Computers in Human Behavior, 24(162), 1552–1571.
Vaez Dalili, M., & Tavakoli, M. (2013). A comparative analysis of reading strategies across ESP students of humanities and engineering. International Journal of Research Studies in Language Learning, 2(5), 63-78.
Zainol Abidin, M. J. (2012). Collaborative strategic reading (CSR) within cognitive and metacognitive strategies perspectives. International Journal of Humanities and Social Science, 2(3), 192-198.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology 25, 82–91.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal Manth, 45(1), 166-183.
)