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The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

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  • Hong Li
  • Zhengdong Gan
  • Shing On Leung
  • Zhujun An

Abstract

This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading classes. The data were collected through five major instruments: a reading comprehension test, a reading strategy questionnaire, a reading motivation questionnaire, a reading self-efficacy questionnaire, and a semi-structured interview. Independent-samples t -test results showed that there was a significant difference in reading comprehension between the experimental group and the control group after the reading strategy instruction, suggesting that students who received reading strategy instruction made significant improvement in their reading comprehension. ANCOVA analysis of pre- and post-questionnaires results showed that there were no significant changes in reading strategy use, reading motivation, and reading self-efficacy at the end of the strategy instruction. Furthermore, interview data, showed that experimental group students held very positive attitudes toward the reading strategy training. Interview results further suggested that lack of significant changes in strategy use, motivation, and self-efficacy at the end of strategy training could be explained by a dynamic interplay of individual and contextual factors.

Suggested Citation

  • Hong Li & Zhengdong Gan & Shing On Leung & Zhujun An, 2022. "The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students," SAGE Open, , vol. 12(1), pages 21582440221, March.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440221086659
    DOI: 10.1177/21582440221086659
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    1. Henry Kaiser, 1958. "The varimax criterion for analytic rotation in factor analysis," Psychometrika, Springer;The Psychometric Society, vol. 23(3), pages 187-200, September.
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    1. Juneila A. Bongcawil & Amal B. Taratingan & Analyn S. Clarin & Stephanie Jane S. Garduce & Lovelie Balambao & Juby H. Vallejo, 2024. "Students’ English Language Exposure in Relation to Their Interpretative and Application Reading Comprehension Skills," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 474-490, May.

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