Investigating the Relationship between Self-Efficacy and Reading Comprehension among Iraqi Secondary School EFL Learners

Several reports suggest that self-efficacy is a critical determinant of reading comprehension among EFL learners. While extensive work has assessed the relationship between self-efficacy and reading performance, little to no information exists on how self-efficacy influences reading among Iraqi secondary school EFL learners. Additionally, there is also a scarcity of studies employing focus group discussions that probe into the educational and contextual issues contributing to students’ difficulties in reading comprehension. This study uses both quantitative and qualitative approaches to identify the factors affecting reading comprehension challenges among Iraqi secondary school EFL learners. Participants completed a survey on self-efficacy and a reading comprehension test, and a group of participants took part in a focus group discussion. Relationship analyses were conducted to assess the direct link between self-efficacy and reading comprehension, and students’ narratives from group discussions were transcribed to gain in-depth insights. Results revealed that self-efficacy has a positive and significant impact on students’ reading comprehension scores. Learners with higher self-efficacy scores performed better in their reading comprehension tests, while those with lower self-efficacy showed poorer performance. The qualitative findings further highlighted five key factors behind reading comprehension challenges: limited vocabulary, lack of interest, inadequate practice, insufficient support, and ineffective teaching approaches. These results provide useful insights for educators and policymakers on the factors that both facilitate and impede reading comprehension among Iraqi secondary school EFL learners.