Using comprehension strategies for students’ self-efficacy, anxiety, and proficiency in reading English as a foreign language

Main Article Content

Hung-Chang Liao
Ya-huei Wang
Cite this article:  Liao, H., & Wang, Y. (2018). Using comprehension strategies for students’ self-efficacy, anxiety, and proficiency in reading English as a foreign language. Social Behavior and Personality: An international journal, 46(3), 447-458.


Abstract
Full Text
References
Tables and Figures
Acknowledgments
Author Contact

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiex- perimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.

Article Details

© 2018 Scientific Journal Publishers Limited. All Rights Reserved.