INTRODUCTION
Statement of the problem
At Xuan Truong High School, students often struggle with ineffective reading strategies, leading to various challenges Many attempt to read every detail in the text, which can be time-consuming, especially for those with slower reading speeds Instead of inferring meaning from context, students focus on understanding each word, which is often impractical This approach causes them to spend excessive time on difficult questions, neglecting simpler ones Additionally, students frequently rely on their background knowledge rather than the information presented in the text Their inability to effectively employ diverse reading strategies results in a lack of reading self-efficacy, hindering their overall comprehension and performance.
There are five influences on self-efficacy: performance experience, indirect experience, social persuasion, visual experience, and physical and emotional state (Bandura, 1997;
Students' reading self-efficacy is influenced by their reading experiences, yet many lack frequent exposure to texts, leading to doubts about their abilities, especially when peers struggle with tasks At Xuan Truong, the level of self-efficacy among students is notably low, resulting in a lack of motivation to persist after setbacks This challenge, coupled with difficulties in enhancing their reading self-efficacy and strategies, hinders their development of effective reading skills.
To enhance reading skills among EFL students at Xuan Truong High School, it is essential to conduct a study focused on their reading self-efficacy and the strategies they employ while reading in English.
Aims and Objectives of the Study
This study explores and their English reading strategy use in Xuan Truong high school,
Lam Dong 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 their
Research questions
To achieve the aforementioned objectives, the following research questions must be addressed:
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 high school?
3 Does EFL students’ reading self-efficacy correlate with their English reading strategy use? If yes, how?
Scope of the study
The study focused on enhancing reading self-efficacy and the use of English reading strategies among EFL students at Xuan Truong High School Conducted with 300 students, the research aimed to strengthen the relationship between reading self-efficacy and the application of effective English reading strategies, highlighting the importance of these skills in academic success.
English in grades 10, 11, and 12 at Xuan Truong high school were investigated in the study The mixed-methods design was done by examining reading self-efficacy and
English reading schemes used in the context of Xuan Truong high school Questionnaires and semi-structured interviews were exercised to collect information To analyze data,
SPSS and content analysis were employed.
Significance of the study
The study would confirm the functions of reading self-efficacy and reading strategies to
The study highlights the significance of reading self-efficacy and its correlation with reading strategies among EFL learners, specifically at Xuan Truong High School Conducted in suburban schools with limited English exposure, the research addresses a critical teaching and learning challenge that has been largely resolved By providing concrete evidence of the relationship between reading self-efficacy and effective reading strategies, the study underscores the necessity of enhancing language instruction at Xuan Truong High School to meet educational demands and improve students' language proficiency.
The study provides valuable insights and references to related research, offering essential data for both students and teachers By understanding the link between reading self-efficacy and reading strategies, students can enhance their reading skills, avoid common mistakes, and tackle challenges in reading This knowledge enables them to expand their vocabulary and improve their language abilities, including acquiring a second language Furthermore, English teachers can adapt their teaching methods to better support students in developing effective reading strategies and fostering self-efficacy By enhancing teachers' own self-efficacy, they can positively influence their students' confidence in selecting and applying appropriate reading strategies during tasks.
Organization of the thesis
This study report consists of five separate parts consisting of an introduction, literature review, 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 research questions Finally, the scope, importance of the study, definitions of the terms, and organization 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 strategies are 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 also points 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.
LITERATURE REVIEW
Definitions of the Terms
For this study, many terms must be defined to provide a specific perspective on the issues discussed
• 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.
Reading self-efficacy
This section of the chapter examines four key aspects of reading self-efficacy: its definition, defining characteristics, sources, and its significance in the reading process.
Self-efficacy, as proposed by Bandura (1977), is defined as an individual's belief in their ability to perform actions required to achieve specific goals Recent research indicates that self-efficacy is influenced by personal perceptions of external social factors (Bandura, 1977; Mischel & Shoda).
Self-efficacy, as defined by Bandura (1977) and supported by Nagaoka et al (2013), significantly influences an individual's approach to achieving their goals by shaping their beliefs and strategies within a specific mission or area of expertise Ormrod (1999) further emphasizes that self-efficacy affects a person's awareness of the strategies they can employ in collaborative environments.
Self-efficacy, as defined by Locke and Latham (2002), is the belief in one's capabilities to successfully accomplish tasks and goals Akhtar (2008) emphasizes that this belief enables individuals to face challenges and achieve success Kolbe (2009) adds that self-efficacy reflects confidence in one's innate abilities and the determination to overcome obstacles General self-efficacy encompasses our overall belief in our capacity to succeed Understanding self-efficacy is crucial for teachers, as it helps both educators and students enhance their awareness and application of this concept in the learning process.
A considerable amount of literature on the characteristics of self-efficacy has been found
Magnitude indicates the challenge level of tasks that learners believe they can achieve, while strength reflects their confidence in the attainability of a specific task This concept also relates to an individual's ability to make independent decisions and judgments across various contexts.
Self-efficacy judgments, which encompass both magnitude and strength, are crucial for assessing an individual's confidence and resilience According to Bandura (1986), students exhibiting high self-efficacy tend to demonstrate greater confidence, greater effort in overcoming challenges, and quicker recovery from setbacks Additionally, Appelbaum (1996) identifies two key aspects of self-efficacy: its connection to self-efficacy beliefs and the significant influence of gathered information on self-efficacy judgments.
Bandura (1997) maintained that self-efficacy is domain-specific and multidimensional
Bandura emphasizes the importance of change, highlighting the role of task difficulty and the applicability of skills across various activities Frank (2011, 2012) expands on this by defining self-efficacy as encompassing self-confidence, accurate self-assessment, risk-taking, a sense of achievement, and the readiness to embrace mistakes The widespread acceptance of these theories reflects a positive perspective among researchers regarding the nature of self-efficacy.
In the past, much more information has become available on the roots of self-efficacy
Research on self-efficacy has identified its key sources, which include performance accomplishments, vicarious experiences through role modeling, social persuasion, emotional arousal, and imaginative experiences, as outlined by Bandura in 1977.
Research indicates that self-efficacy is primarily influenced by four key sources: mastery experiences, vicarious experiences, social persuasion, and emotional states Mastery experiences, or actual successes, significantly enhance self-efficacy as individuals gain confidence through repeated accomplishments Vicarious experiences, where individuals observe others succeeding, can inspire belief in one's own abilities, especially when they identify with those models Social persuasion involves encouragement from others, which can help individuals recognize their potential to achieve goals, provided the expectations are realistic Lastly, emotional and physiological states play a crucial role, as individuals often gauge their capabilities based on their emotional well-being; a positive mindset can bolster self-efficacy, while anxiety and stress may diminish it Additionally, the perception of whether abilities are fixed or can be developed also impacts self-efficacy.
According to Bandura's theories, learners with similar capabilities approach tasks differently due to their self-efficacy beliefs, which significantly influence their motivation and effort levels Those with higher self-efficacy are more likely to invest energy into their tasks and persist through challenges, while their beliefs about their abilities can shape their choices and resilience This self-belief plays a crucial role in determining their academic success, particularly in reading skills Comparatively, individuals with low self-efficacy may struggle to maintain effort and persistence in completing tasks Additionally, self-efficacy beliefs are not only shaped by past behaviors but can also evolve based on ongoing experiences and achievements.
Research highlights the significant role of self-efficacy in the learning process, particularly in reading comprehension Numerous studies have established that reading self-efficacy is linked to positive outcomes in understanding text According to scholars like Chapman et al (2000), Schunk & Pajares (2002), and Wigfield et al (2006), reading self-efficacy encompasses an individual's self-assessment of their ability to comprehend materials, whether for relaxation or knowledge acquisition.
Research indicates that self-efficacy significantly impacts reading comprehension levels among learners Solheim (2011) suggests that a learner's ability to demonstrate their understanding of texts is closely linked to their self-efficacy Furthermore, Asriati, Atmowardoyo, and Jabu (2018) found that positive self-efficacy in reading comprehension enhances English learning, particularly in reading courses, thereby influencing students' overall success in these subjects Additionally, Peuraa et al (2019) highlight that in second graders, beliefs in their own efficacy are associated with reading fluency and its development.
Research indicates a strong link between self-efficacy and reading development in primary school children, highlighting the critical role that self-belief plays in enhancing reading skills This evidence underscores the importance of fostering self-efficacy to support young learners in their reading journey.
Reading strategies
2.3.1 Reading strategies in reading skills
Numerous theories and studies have explored the impact of reading strategies on reading comprehension Research highlights the significance of employing effective reading plans during reading tasks, demonstrating the positive effects these strategies have on individuals' ability to comprehend text.
In 1999, research by Bazerman and others highlighted that effective comprehension is not an innate skill but rather depends on cognitive efforts and understanding the cognitive processes involved This understanding is particularly evident in reading, where the application of specific reading strategies plays a crucial role in enhancing comprehension (Alexander & Jetton, 2000).
According to Alexander & Jetton (2000), learners must intentionally apply reading strategies to enhance their comprehension skills Additionally, Brown (2001) emphasized that the effective development of these reading strategies significantly contributes to improved 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 must grasp essential terminology to enhance their teaching methods According to Paris et al (1983), skills refer to expertise that becomes automatic through practice, while strategies involve skills that are still under consideration Afflerbach et al (2019) clarify that the distinction between skills and strategies lies in whether the actions are automatic or deliberate A reading strategy is a conscious, metacognitive act that, with practice, evolves into an automatic reading skill Thus, reading strategies serve as the foundation for developing reading skills Since the late 1970s, numerous ESL researchers have recognized the significance of the tactics employed by ESL students during reading comprehension tasks, such as Collaborative Strategic Reading (CSR).
(1970s), Paris et al (1983), Deshler and Graham (1980) Pressley et al (1990)
There are various definitions of strategy in the context of reading Fổrch and Kasper (1983) emphasize that reading tactics illustrate how readers engage with a text and influence their comprehension Block (1986) further explains that reading strategies reflect how readers approach an assignment, the textual cues they focus on, their understanding of the material, and their actions when faced with difficulties in comprehension.
Reading strategies, as defined by Richards and Renandya (2002), are essential tools that learners use to comprehend text and facilitate the acquisition, storage, and retrieval of knowledge These strategies range from simple techniques, such as re-reading challenging sections and predicting unfamiliar words based on context, to more complex approaches like summarizing and articulating one's understanding According to Janzen (1996), these strategies are crucial for addressing reading comprehension challenges and enhancing overall learning effectiveness.
Additionally, reading strategy can be regarded as how readers interact with written texts and improve text comprehension (Rajoo & Selvaraj, 2010)
Numerous studies highlight the importance of reading strategies in enhancing reading skills According to Barnett (1989) and Chen (2006), successful reading comprehension requires learners to integrate and apply various reading strategies Kỹỗỹkoğlu (2013) further emphasizes that reading schemes are essential for improving students' comprehension Consequently, students who employ effective reading strategies can significantly enhance their reading skills in language classes Rraku (2013) notes that mastering reading techniques is crucial for the development of overall reading abilities.
(2018) states that the use of reading strategies raised student's reading standards and prompted students to read more
Numerous studies have identified various reading strategies essential for comprehension, including memory, cognitive, and metacognitive techniques (Oxford, 1990; Caverly, 1997) Nunan (1999) highlights strategies such as skimming, scanning, and using textual cues, while Brown (2001, 2004) outlines ten key strategies for enhancing reading comprehension Grabe (2009) introduces the KWL and SQ3R methods, and Salisbury.edu (2012) emphasizes tactics like questioning and summarizing The Think Literacy framework details strategies for different reading stages: preparing to read involves previewing and examining text features; during reading, it encourages predicting meaning and taking notes; and when answering questions, it focuses on concluding and making judgments Additionally, it provides guidance for navigating various text forms, including informative and graphical passages.
There are many types of reading strategies are posted above; however, the ways to learn are separated into two main types, which are direct and indirect strategies (Oxford, 1990,
Direct strategies involve cognitive processes that directly relate to the target language, as highlighted by Oxford (1990) These strategies are utilized in various ways to achieve specific learning objectives In contrast, indirect strategies enhance and assess the learning experience without directly focusing on the language itself, providing a broader support system for language acquisition (Oxford, 1990).
According to Oxford’s system (Oxford, 1990), direct strategies consist of three troops
Firstly, cognitive strategies enable learners to manipulate language material directly
By implementing these strategies, learners can effectively develop and refine their internal mental models, leading to enhanced communication in the target language Key cognitive strategies include active engagement, self-monitoring, and reflection, all of which facilitate deeper understanding and language acquisition.
• Practising: copying a language shape, including prominent rehearsal and implicit rehearsal
• Getting and transmitting communication: acquiring the view rapidly, using a supply from deriving and transmit the information
• Examining and justification: explanation inductively, inspecting declaration and contrastively, interpreting, changing
• Forming construction for input and output: making notes, giving a summary, and spotlighting
Secondly, memory strategies help learners develop their retention of meaningful ideas
These strategies combine new knowledge to background cognition through ocular or acoustical hints and can be adjusted to be acceptable to a diversity of acquisition content
There are some strategies in this group
• forming cognitive connection: gathering, companion, replacing new words into circumstance
• Exercising reflections and sound: applying representational procedure, philology chart, using core words or phrases
• Using behaviours: applying corporal response or feeling, exercising a mechanical approach
Lastly, compensation strategies help learners make up for the missing words to use language despite large gaps in knowledge The following is a strategy in this group:
• Guessing intelligently: using linguistics clues or other clues
According to Oxford (1990), indirect strategies for language learning can be categorized into three groups, with metacognitive strategies being the first These strategies empower learners to take control of their cognitive processes, fostering a deeper self-awareness as language learners.
• Planing refers to the suitable choices of tactics and the fair share of facilities that influence 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 at which the assignment was done This can comprise evaluating again strategies that were applied
Affective strategies are essential techniques that enable learners to manage their emotions, motivation, attitudes, and values, significantly enhancing their language learning experience By implementing these strategies, learners can effectively reduce anxiety, boost self-encouragement, and monitor their emotional states, ultimately leading to greater success in mastering a new language.
Social strategies are essential for students seeking opportunities to engage in collaborative learning environments, where studying and practicing with peers becomes possible Language learning inherently involves interaction with others, making it fundamentally a social activity (Hardan, 2013) Here are some effective strategies within this category.
• 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, recognizing others’ beliefs and emotions.
Correlation between reading self-efficacy and reading strategies
According to Bandura (1986, 1994), self-efficacy significantly influences motivation, with students setting their own goals and enhancing their public presentation skills through increased self-belief When students establish goals, they demonstrate patience and resilience in overcoming obstacles Motivating students to read is crucial, as those who are motivated tend to read more, leading to improvements in comprehension, vocabulary, and fluency Students who believe in their reading abilities are more likely to engage in reading activities Conversely, students who have experienced failure may struggle to develop self-efficacy, but through practice and perseverance, they can enhance their belief in their capabilities Ultimately, lower self-efficacy can hinder participation in learning activities (Bandura, 1986).
Research indicates that ineffective learning strategies hinder students from overcoming learning challenges (Schunk, 1991) Additionally, various studies highlight the significance of self-efficacy in the learning process For instance, Pintrich (1999) and Wolters & Rosenthal (2000) demonstrate a clear link between self-efficacy and motivation, which in turn influences the application of effective learning strategies (Wong & Siow, 2003).
Research by Zimmerman and Martinez-Pons (1990) and Wong and Siew (2005) highlights a significant positive correlation between self-efficacy and the utilization of learning strategies Their findings indicate that individuals with higher self-efficacy tend to employ more diverse and effective learning strategies.
Previous studies
Shang (2010) explored the impact of three reading approaches—cognitive, metacognitive, and compensation strategies—on English reading comprehension among 53 English-major freshmen at I-Shou University Utilizing questionnaires, qualitative interviews, and quantitative methods such as paired-sample t-tests and Pearson Product Moment Correlation, the study found that metacognitive, compensation, and cognitive strategies were the most frequently employed Additionally, a significant relationship was established between reading self-efficacy and the use of these reading strategies.
In a study conducted by Zare and Mobarakeh (2011), the relationship between self-efficacy and reading strategies was explored among 45 senior high school students in Shoushtar, Iran The researchers employed two questionnaires to assess the students' reading self-efficacy and their reading strategies.
The study utilized the Pearson correlation coefficient to investigate the link between self-efficacy and reading strategy use Results indicated that most students exhibit confidence in their reading abilities, and their application of reading strategies is deemed satisfactory Furthermore, a significant correlation was found between self-efficacy and the utilization of reading strategies.
Tobing (2013) also explored the conjunction of reading strategies and self-efficacy with the reading comprehension of 138 secondary school students from a state high school in
Indonesia The Survey of Reading Strategies (SORS), A self-efficacy questionnaire, an
The study utilized English reading tests from a practice book for National Examinations to assess reading strategies, students' self-efficacy beliefs, and comprehension abilities It concluded that there is a strong connection between reading strategies and reading comprehension, with both significantly influencing comprehension abilities Additionally, the research highlighted the relationship between self-efficacy and reading comprehension, ultimately finding that the combination of self-efficacy and reading comprehension is not more significant than their individual relationships.
In a quantitative study conducted by Fitri Sofyan and Jayanti (2019), the relationship between reading self-efficacy and reading comprehension was examined among 273 twelfth-grade science students at SMAN 5 Bengkulu.
The reading self-efficacy questionnaire, reading comprehension test, and Pearson Product
In a study conducted using SPSS 15, researchers estimated the relationship between reading self-efficacy and reading comprehension The findings revealed a significant correlation between these two factors, indicating that students with high reading self-efficacy tend to demonstrate enhanced reading comprehension abilities.
Phan (2016) investigated a group of university teachers in Vietnam who were swayed by contextual 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
Participants from southern Vietnam were involved in the study, utilizing focus group discussions, individual interviews, recordings, and observations as data collection methods The findings indicate that specific contextual characteristics significantly influenced the generation of efficacy data and the actions taken based on it Furthermore, changes in circumstances were found to affect how efficacy information was assessed and selected.
Tran and Nguyen (2017) investigated the reading strategies employed by English as a Foreign Language (EFL) teachers in young language learners' classrooms They analyzed qualitative data from questionnaires completed by 63 EFL teachers, revealing 11 distinct reading tactics Among these, handling context clues emerged as the most frequently used strategy Additionally, the study identified four preferred tactics—mini-contests, pair work, group work, and role play—that effectively enhanced students' engagement and motivation to read.
Nguyen (2018) studied varieties in applying reading strategies among Vietnamese university students who learned English as a foreign language and those who learned
A study was conducted involving 122 English majors and 164 non-English majors in their second or third year at the University of National Economics and the Academy of Banking, focusing on their reading strategies for General English texts Participants majoring in Accounting and Finance provided data through the Reading Strategy Questionnaire, revealing insights into their reading comprehension approaches.
The study employed the Statistical Package for Social Science to analyze data on self-strategic regulation among two groups of students Utilizing an independent T-test and one-way MANOVA, the research identified significant differences in the frequency of cognitive strategies used by the groups Notably, ESL students predominantly utilized cognitive strategies, highlighting their importance in effective learning.
The study found that the lowest-level students in both groups employed the same five meta-strategies, highlighting their common approach to learning Additionally, it revealed that motivation plays a crucial role in achieving success in reading comprehension Furthermore, the research offers valuable strategies that ESL students can effectively utilize to enhance their learning experience.
Truong and Wang (2019) investigated whether Vietnamese college students' English language proficiency and prior learning experience related to their self-efficacy beliefs
The 767 Vietnamese freshmen participated in the study Two series of question sheets and two series of English accomplishment tests are instruments Analysis of variance
(ANOVA) and stepwise multiple linear regression was applied to investigate the components' rapport The findings that self-efficacy beliefs are critically connected to
Students' English language proficiency is significantly influenced by their foundational knowledge and learning experiences Additionally, research indicates that self-efficacy beliefs vary among students from different regions, with those in the southern region exhibiting higher levels of self-efficacy compared to their peers in the northern and central regions.
Numerous studies have examined the relationship between reading self-efficacy and the reading strategies employed by students in Vietnam Consequently, this research aims to investigate the connection between students' reading self-efficacy and the reading tactics they utilize within the Vietnamese educational context.
Conceptual framework
Figure 2.1: Conceptual framework of the relationship of reading strategies and reading self-efficacy
Research indicates a strong connection between reading self-efficacy and the utilization of reading strategies Previous literature highlights that reading strategies significantly influence an individual's reading self-efficacy, creating a reciprocal relationship that enhances reading performance (Bandura, 1994).
1986; Schunk, 1991; Pintrich, 1999; Wolters & Rosenthal, 2000; Wong &Siow 2003;
According to a literature review by Zimmerman & Martinez-Pons (1990), Wong & Siew (2005), and Tobing (2013), six reading strategies are identified, categorized into two main groups: Direct strategies, which encompass cognitive, memory, and compensation strategies, and Indirect strategies, which include metacognitive, affective, and social strategies (Oxford, 1990).
Numerous studies have identified 'reading self-efficacy' as a crucial intermediary factor, linking the use of reading strategies to overall self-efficacy (Shang, 2010; Zare and Mobarakeh, 2011; Tobing).
Research indicates a significant gap in studies exploring the link between reading self-efficacy and reading strategies among EFL students in Vietnam This highlights the need to investigate how students' confidence in their reading abilities influences their approach to English reading strategies.
Vietnam is necessary to be investigated in the current research.
Summary
This chapter outlines essential factors influencing self-efficacy and reading strategies, emphasizing the significance of reading self-efficacy It discusses various reading strategies that enhance reading skills and highlights the correlation between reading self-efficacy and these strategies Additionally, the chapter presents relevant studies from various countries, including Vietnam, as evidence supporting the relationship between reading self-efficacy and reading strategies.
However, there are so few studies about the kinship between reading self-efficacy and reading strategies used by students in the Vietnam context
The following chapter intended to introduce the context and methodology of the study.
METHODOLOGY
Research design
This study explores the relationship between EFL students' reading self-efficacy and their use of reading strategies through a mixed methods design, incorporating both qualitative and quantitative data collection techniques, including surveys and semi-structured interviews According to Creswell & Plano Clark (2007, 2011), mixed methods research effectively combines these approaches to provide a comprehensive understanding of study issues By integrating qualitative and quantitative methodologies, the research yields deeper insights than using either method alone, allowing for clearer representation of findings and facilitating the generalization of qualitative evidence This approach also enhances the development and validation of research instruments, enabling the dissemination of results across various formats.
Research site
The survey was organized at Xuan Truong High School in Lam Dong province, Vietnam
At Xuan Truong High School, 432 EFL students across grades 10, 11, and 12 engage in English as a compulsory subject, guided by seven English teachers They utilize an introductory English textbook and dedicate approximately 2.5 hours per week to English learning, with 45 minutes specifically focused on reading skills Each semester, students participate in around ten periods of reading instruction, in accordance with Decision 16/2006/QD-BGDĐT from the Ministry of Education and Training.
The general education program at Xuan Truong High School focuses on diverse reading passages related to personal experiences, education, community, nature, recreation, and various places However, students face challenges in enhancing their English skills outside the classroom due to limited resources Additionally, the quality of reading materials is inconsistent, with texts sourced from various levels that do not always align with students' needs, hindering gradual improvement in reading proficiency.
Students learn in classes that are big and multi-level Moreover, the participants' English proficiency was not equal because 10-grade students were often not as good as the rest
Learning styles significantly influence student performance, particularly for 10th-grade students transitioning from lower secondary education These students often rely on familiar strategies from simpler tasks when faced with more challenging assignments Additionally, as they begin their first year of upper secondary education, many 10th graders experience shyness, which hinders their ability to engage with classmates and teachers This lack of interaction limits opportunities for discussion and collaboration, impacting their overall learning experience.
According to the Vietnamese upper secondary school curriculum (2018), the English curriculum, English is the main foreign language and English is one of the core subjects
The upper secondary school English curriculum is designed not only as a compulsory subject but also as a vital tool for students to enhance their general competencies, facilitating better communication and academic performance Its primary goal is to cultivate communicative competence through the practice of listening, speaking, reading, and writing skills, all while focusing on familiar and relevant topics By emphasizing communication as the central objective, the curriculum utilizes linguistic knowledge to foster these essential skills progressively throughout high school Additionally, it promotes student-centered learning, ensuring that students develop their ability to communicate effectively.
English language development thrives on active, proactive, and creative learning experiences Educators play a crucial role in facilitating the teaching process by motivating students to engage fully in language training activities, ultimately enhancing their ability to learn independently.
Upon completing the secondary curriculum, students achieve Level 3 proficiency in the 6-level Foreign Language Competency Framework for Vietnam, establishing a solid foundation for utilizing English in their studies and fostering lifelong learning habits.
Research participants
300 EFL students conveniently tested from grades 10, 11, 12 at Xuan Truong High
In Lam Dong Province, a study was conducted involving participants from a school, as detailed in Table 3.1 The primary data collected encompassed six key aspects: gender, age, years of English learning, daily study time for English, daily reading practice, and English scores at school This data provides a clear overview of the participants' backgrounds.
A questionnaire was distributed via Google Forms to all students in grades 10, 11, and 12 at Xuan Truong High School, resulting in 300 completed submissions Among the respondents, there were 133 male students, accounting for 44.3% of the total, while female students numbered 167, representing 55.7% This indicates a slight gender disparity, with female students outnumbering their male counterparts.
Participants in the study were categorized into three age groups: 15 to 16 years old, 17 to 18 years old, and 19 to 20 years old, with a total frequency of 93 individuals across these categories.
The study revealed that 31% of participants were aged 17, 68.7% were 18, and only 0.3% fell into other age categories This distribution indicates that nearly all participants were between 17 and 18 years old, primarily due to the research being conducted at the end of the academic year when most students in grades 11 and 12 are 17 years old.
Years of learning English: The time for learning English deviated differently from 5 years to more than ten years 41.3% (124 students) reported that they have been learning
English for five to seven years, 50.7% (152 students) have been learning English for eight to nine years, and 8% (24 students) have been learning English for more than ten years
Time for learning English: There were four main categories of time for learning
English In the first category, the students spending less than 1 hour a day learning
Out of 297 students, 222 (74%) dedicated less than one hour to learning English daily, while 75 students (25%) spent 1 to 3 hours Only 2 students (0.7%) and 1 student (0.3%) fell into the categories of studying for more than 3 to 5 hours and over 5 hours, respectively The primary reason for the limited study time is that most students only engage with English during school hours.
A study revealed that a significant majority of participants, comprising 84.3% of the 253 students, dedicated less than one hour daily to developing their English reading skills Additionally, 14% of the students, equating to 42 individuals, spent between one to three hours each day on reading practice Remarkably, only five students engaged in more extensive learning efforts.
English reading skills for more than 3 to 5 hours accounted for 1.7%
A recent report revealed that 3.7% of students achieved English scores between 8.5 and 10, totaling 11 students Additionally, 26% of students, or 78 individuals, scored between 7.0 and 8.4 The majority, comprising 58% (178 students), received scores ranging from 4.0 to 6.9, while 12.3% (37 students) scored between 0.0 and 3.9.
5 Time for learning reading skills
All participants completed the questionnaire independently To prevent any misunderstandings, the researcher explained the questionnaire and its purpose to the students prior to the survey.
Regarding the semi-structured interview, the limited number of students was 15 from grades 10, 11, and 12 at Xuan Truong High School Five students in each grade were selected by purposive sampling.
Research instruments
A mixed-method approach was utilized to collect data, incorporating both questionnaires and semi-structured interviews as key survey instruments Prior to distribution, a doctor evaluated the validity and reliability of the questionnaires and interview questions to ensure their effectiveness for the participating students in the study.
A questionnaire was utilized to assess students' reading strategies and self-efficacy, comprising 55 closed-ended questions divided into three sections: demographic information, reading strategies, and reading self-efficacy Closed-ended questions were chosen for their efficiency, cost-effectiveness, simplicity in administration, and ease of data comparison, as highlighted by Oppenheim (2001) In the first section, participants provided demographic details, including gender, age, and study duration.
In parts B and C of the study, students were tasked with completing a questionnaire designed to evaluate their reading skills and English scores in school The questionnaire employed a scale to assess the participants' responses, with part B specifically focusing on the reading strategies utilized by the students To ensure relevance, the reading strategies questionnaire was adapted from established English reading strategies.
The questionnaires developed by Barón (2013) and Shang (2010) utilize a five-point scale to gauge responses, where '1' indicates "I never or almost never do this" and '5' signifies "I always or almost always do this." Part C specifically focuses on assessing reading self-efficacy, employing a modified version of the English Reading Self-Efficacy Questionnaire created by Tobing (2013) In this section, the responses range from '1' for "Not at All True of Myself" to '2' for "Slightly True of Myself."
True Of Myself"; '3' means that "About Halfway True of Myself"; '4' means that
The questionnaire, available in both English and Vietnamese, was designed to help students provide clear and accurate responses, ensuring the collection of reliable results The high reliability of the questionnaire is underscored by its ability to capture the true reflections of participants, with a rating of '5' indicating a strong alignment with their self-perception.
The Cronbach’s Alpha for the questionnaire reached an impressive 0.969, indicating high reliability A pilot study was conducted to assess whether the questions were clear and reliable, ensuring they were understood correctly The accompanying table presents the Cronbach’s Alpha indexes for each questionnaire item, further demonstrating the overall reliability of the survey.
Table 3.2 Cronbach’s Alpha Indexes of the questionnaire items
Level of reading self-efficacy Reading comprehension strategies
Cronbach's Alpha N of Items Cronbach's Alpha N of Items
These interviews were conducted to investigate reading strategies further and reading self-efficacy about the relationships between student self-efficacy and reading strategies
The semi-structured interview, consisting of seven questions reviewed by an expert, was designed to assess reading strategies and reading self-efficacy To ensure clarity and reliability, the questions were piloted with five students Additionally, the researcher pre-tested all research instruments to enhance their reliability and validity Intra-rater reliability was employed to confirm significant improvements in the study's overall reliability and validity.
Intra-rater reliability refers to the consistency of a single rater's assessments across different diagnostic tests, ensuring that the rater achieves stable results under varying conditions According to Bachman (1990), if a rater applies the same standards uniformly when evaluating the language output of different test takers, the resulting ratings are deemed accurate In this study, interview questions were administered in Vietnamese, allowing students to respond effectively.
Data collection procedures
In mid-July of the 2019-2020 academic year, data were gathered as students approached the conclusion of their second semester At this point, students had a comprehensive understanding of the challenges they encountered throughout their curriculum.
The study on English reading lessons and tasks at Xuan Truong High School was conducted with the approval of the Principal and the assistance of teachers A Google Form questionnaire was distributed to gather data, resulting in 300 participants submitting their responses Prior to the questionnaire, the researcher provided necessary explanations to the students The participants completed and submitted the questionnaire within three days This questionnaire was adapted from the English Reading Strategies Questionnaire developed by Barón (2013) and Shang (2010), focusing on English reading self-efficacy.
Questionnaire was developed by Tobing (2013) Then the questionnaire was piloted by
23 students who were concerned with the study
Following a preliminary analysis of questionnaire data, successful interviews were conducted over one week with 15 students from grades 10, 11, and 12 at Xuan Truong High School, selected based on their English scores Each one-on-one interview lasted approximately 15 minutes and included seven open-ended questions posed in Vietnamese These sessions were recorded, transcribed, and subsequently translated into English The primary objective of the interviews was to delve deeper into reading strategies and self-efficacy, examining the relationship between students' self-efficacy and their reading tactics.
Commented [A1]: Too short Should be longer Commented [A2R1]:
Data analysis procedure
In this study, the researcher utilized descriptive and content analysis techniques to examine the data The descriptive analysis, along with correlation, was conducted using SPSS version 26, where the mean and standard deviation were calculated Additionally, descriptive statistics assessed the frequency of reading strategy usage among EFL learners and their levels of reading self-efficacy Utilizing Pearson Correlation, the researcher explored the relationship between reading self-efficacy and reading strategies.
Data judgment involves two primary types of data collection: quantitative and qualitative methods The quantitative data was analyzed using SPSS software, focusing on key statistical measures such as mean, standard deviation, and frequency The mean scores obtained reflect the reading strategies employed by students.
Secondly, the meaning of the mean scores express how students are that can do each of the things described to measure the level of EFL reading self-efficacy beliefs :
The researcher utilized qualitative content analysis to interpret data from interviews, gaining deeper insights into students' choices following a questionnaire During the interviews, notes were taken and recordings made, which were later transcribed into concise speech extracts for a comprehensive written account The researcher categorized the information into significant and minor themes, ultimately elucidating the meaning of the collected data and presenting findings from both the questionnaires and the semi-structured interviews with students S1 to S15.
Summary
This section outlines the study's methodology, detailing the research design and site It provides an in-depth analysis of the research participants, including their gender, age, years of English learning experience, duration spent on learning English reading skills, and their English scores in school.
This chapter discusses the research instruments used, including the questionnaire and semi-structured interviews It provides a detailed overview of the data collection and analysis methods employed The subsequent chapter presents the results derived from these methodologies.
RESULTS AND DISCUSSIONS
Results
The study results are organized according to the research questions, beginning with the findings from research question 1, followed by the results for questions 2 and 3 Each section presents quantitative data from the questionnaire first, followed by qualitative insights derived from the interviews.
4.1.1 The reading self-efficacy of EFL students at Xuan Truong high school
Table 4.1 reveals that the average reading self-efficacy score of EFL students at Xuan Truong High School is 2.54 (SD=0.83), indicating a moderate level of confidence in their reading abilities.
The findings indicated that EFL students reported a moderate level of reading self-efficacy, with an average score of 2.54 (SD=0.83) Notably, the students exhibited varying levels of self-efficacy across different reading strategies Among these, the use of social strategies yielded the highest self-efficacy score of 2.93 (SD=1.17), while affective strategies reflected the lowest level of self-efficacy at 2.44 (SD=1.11).
It was followed by using metacognitive strategies and compensation strategies (M=2.50;
SD=0.90 and M=2.47; SD=0.93) Out of the six components, the level of reading self- efficacy of using memory strategies and cognitive strategies is at the same level (M=2.46;
SD= 0.98 and 0.88) The following were the details of reading self-efficacy of using each kind of strategy
Table 4.1 Descriptive Statistics of reading self-efficacy
1 I can use memory strategies 2.46 0.98 Slightly true
2 I can use cognitive strategies 2.46 0.88 Slightly true
3 I can use compensation strategies 2.47 0.93 Slightly true
4 I can use metacognitive strategies 2.50 0.90 Slightly true
5 I can use affective strategies 2.44 1.11 Slightly true
6 I can use social strategies 2.93 1.17 About halfway true
Reading self-efficacy 2.54 0.83 Slightly true
Note: M: mean; SD: Standard deviation
The evaluation of reading self-efficacy based on memory strategies among EFL high school students revealed a low overall self-efficacy level (M=2.45; SD=0.98) Among the three memory strategies assessed, the use of imagery was the most favored (M=2.59; SD=1.18), followed by placing new words into context (M=2.40; SD=1.08) The strategy of associating words with concepts ranked third (M=2.37; SD=1.09) The high standard deviations (SD>1.00) indicate significant variability in students' abilities to utilize these memory strategies, likely due to the diverse grade levels of participants, ranging from 10th to 12th grade, with 10th graders generally exhibiting lower proficiency than their older peers.
Table 4.2 Descriptive Statistics of reading self-efficacy using Memory strategies
1 I can make associations of words with concepts
2 I can place new words into a context 2.40 1.08 Slightly true
3 I can use imagery 2.59 1.18 Slightly true
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy among EFL high school students, based on cognitive strategies, revealed a moderate level (M=2.4; SD=0.87) As indicated in Table 4.2, the highest reading self-efficacy was associated with the ability to translate texts into Vietnamese (item 6: M=2.52; SD=1.01) Conversely, the strategies of identifying the main idea and comprehending paraphrased phrases or sentences represented the lowest levels of self-efficacy (items 4 and 7).
The study revealed that the average reading self-efficacy level among participants, based on their ability to predict text content, was moderate, with a mean score of 2.44 and a standard deviation of 1.06 The high standard deviation in items 4 through 7 (SD > 1.00) indicates varying levels of proficiency among participants, particularly between 10th-grade students and those in grades 11 and 12 Additionally, the ability to utilize cognitive strategies requires strong language skills and vocabulary, which was a challenge for many, as over one-third of participants demonstrated only moderate proficiency in English.
Table 4.3 Descriptive Statistics of reading self-efficacy using Cognitive strategies
4 I can get the main idea of a text 2.43 1.12 Slightly true
5 I can predict the content of a text 2.44 1.06 Slightly true
6 I can translate into Vietnamese 2.52 1.01 Slightly true
7 I can understand paraphrased phrases or sentences
Note: M: mean; SD: Standard deviation
The evaluation of reading self-efficacy based on compensation strategies revealed a low overall self-efficacy level among students (M=2.46; SD=0.93), as shown in Table 4.3 Among the measured items, the highest self-efficacy was observed in the ability to adjust or approximate the message (item 10).
M=2.67; SD=1.10) It was followed by understanding a text thanks to connectors ( item
8: M=2.46; SD=1.11) The level of reading self-efficacy basing on understanding words thanks to suffixes and prefixes was ranked last ( item 9: M=2.26; SD=1.04) In general, the study results also revealed that most EFL high school students valued their degree of confidence in using compensation strategies at a "slightly true" level Regarding the standard deviation reported in items 8,9,10 (SD> 1.00), it pointed out that the competence of using compensation strategies of the participants was contrary The reasons for the results might be students' English proficiency As shown in chapter 3, only 12.3 percent of participants got from 8.5 to 10, and 26 percent of students got 7.0 to 8.4 The rest were said not to be good at English This affected their capacities to recognize connectors, suffixes and prefixes or approximate the message
Table 4.4 Descriptive Statistics of reading self-efficacy using Compensation strategies
8 I can understand a text thanks to connectors 2.46 1.11 Slightly true
9 I can understand words thanks to suffixes and prefixes
10 I can adjust or approximate the message 2.67 1.10 About halfway true
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy, based on metacognitive strategies, revealed a low average score among students (M=2.49; SD=0.89) As detailed in Table 4.5, students reported that the strategies of grasping the main idea of each paragraph (M=2.57; SD=1.10) and evaluating their own progress in English (M=2.56; SD=1.13) were the most effective in enhancing their reading self-efficacy In contrast, the ability to relate new concepts to prior knowledge was lower (M=2.51; SD=1.08), while the understanding of sentence relationships within a text was the least developed aspect (M=2.34; SD=1.12).
The standard deviation of 1.01 indicates significant variability in responses, suggesting that students' differing levels of proficiency contribute to variations in their use of metacognitive strategies.
Table 4.5 Descriptive Statistics of reading self-efficacy using Metacognitive strategies
11 I can get the main idea of each paragraph 2.57 1.10 Slightly true
12 I can understand the relationship of sentences in a text
13 I can relate a concept with already known knowledge
14 I can evaluate my own progress in English reading skills
Note: M: mean; SD: Standard deviation
The assessment of reading self-efficacy, particularly through the use of affective strategies, revealed a low average score among students (M= 2.4367; SD= 1.10607), as indicated in Table 4.6 This finding highlights the need for improved strategies to enhance students' confidence in their reading abilities.
I can share my critical comments with my friends and my teachers Thanks to the results,
It can be exposed that the students judged their degree of confidence in using affective strategies at an average level
Table 4.6 Descriptive Statistics of reading self-efficacy using Affective strategies
15 I can share my critical comments with my friends and my teachers
Note: M: mean; SD: Standard deviation
Concerning the standard deviation of reading self-efficacy using Affective strategies was
1.10, which was relatively higher than reading self-efficacy using other strategies It can be reported that the responses of the participants were different As can be seen in table
4.7, with item 15: I can share my critical comments with my friends and my teachers,
31.3 percent of students agreed that this was slightly true of themselves, 27.3 percent approved of that this was about halfway true of themselves, 23.3 percent of students complied that this was not at all true of myself, 14.3 percent of participants asserted that this was mostly true of themselves; finally, 3.7 percent of participants consented that this was mostly true of themselves The results showed the data fluctuated strongly, so it can be asserted that the responses were spread powerfully
Table 4.7: Frequencies Statistics of reading self-efficacy using Affective strategies
Reading self-efficacy using Affective strategies
Cumulative Percent Valid Not at All True of
About Halfway True of Myself
The evaluation of reading self-efficacy, based on the use of social strategies, revealed that students demonstrated the highest level of self-efficacy among six components, with a mean score of 2.92 and a standard deviation of 1.16 Notably, the self-efficacy associated with working in pairs or groups (M=2.97; SD=1.27) surpassed that of seeking assistance from teachers, classmates, or friends (M=2.88; SD=1.25).
Table 4.8 Descriptive Statistics of reading self-efficacy using Social strategies
16 I can ask teachers, classmates, or friend for help
17 I can work in pair or group 2.97 1.27 About halfway true
Note: M: mean; SD: Standard deviation
In terms of the standard deviation of reading self-efficacy using social strategies was
The results indicated that reading self-efficacy, as measured by various strategies, showed significant variability among participants Table 4.9 displayed the frequency of responses to questions 16 and 17, revealing a range from level 1 ("not at all true of myself") to level 5 ("true of myself") This fluctuation suggests that individuals' perceptions of their reading self-efficacy, particularly in relation to social strategies, differ widely.
Table 4.9: Frequencies Statistics of reading self-efficacy using social strategies
Reading self-efficacy using social strategies
The study examined reading self-efficacy levels based on direct and indirect strategies, revealing significant differences Indirect strategies, with a mean score of M=2.62 and SD=0.89, yielded higher reading self-efficacy compared to direct strategies, which had a mean of M=2.46 and SD=0.85 According to the mean score scale from Chapter 3, reading self-efficacy for direct strategies was classified as "Slightly true," while that for indirect strategies was deemed "About halfway true." Overall, the estimated level of reading self-efficacy across the study was "Slightly true," with a mean of M=2.54 and SD=0.83.
Table 4.10 Descriptive Statistics of reading self-efficacy using direct and indirect strategies
1 I can use direct strategies (memory strategies, cognitive strategies, compensation strategies)
2 I can use indirect strategies (metacognitive strategies, affective strategies, social strategies)
Note: M: mean; SD: Standard deviation
Discussions
This section presents the research findings derived from questionnaires and semi-structured focus interviews, highlighting three key areas: the reading self-efficacy of EFL students at Xuan Truong High School, the English reading strategies employed by these students, and the relationship between their reading self-efficacy and the use of English reading strategies.
4.2.1 The reading self-efficacy of EFL students at Xuan Truong high school
The study's conclusions address the initial research question regarding the reading self-efficacy of EFL students at Xuan Truong High School, revealing a moderate level of self-efficacy among participants Literature on this topic is scarce, but data from questionnaires and semi-structured interviews indicate that students reported higher self-efficacy when using indirect reading strategies compared to direct ones Key sources of reading self-efficacy were identified as performance accomplishments, emphasizing the need for repeated practice and success in applying reading strategies, which is hindered by the limited time students dedicate to English learning—74% of whom spend less than one hour on it This insufficient practice prevents mastery of reading strategies, which is crucial for building self-efficacy Furthermore, social persuasion plays a significant role, yet only 11% of students achieved high English scores, limiting their exposure to successful peers and diminishing their confidence in overcoming reading tasks Consequently, the lack of effective self-efficacy sources and the unique characteristics of the participants contribute to the moderate level of reading self-efficacy observed.
This result of the current study supported Bandura’s (1977, 1986, 1994) and Maddux&
Gosselin's (2003) theory about social cognitive and former researches (Chen, 2007;
According to Truong & Wang (2019), the experience of domination plays a vital role in shaping feelings of self-efficacy While various studies highlight multiple sources that enhance students' reading self-efficacy, this research emphasizes that authentic mastery experiences remain the most significant contributor.
In terms of the level of reading self-efficacy, this study consumed conclusions that corroborate the findings of the earlier work in this field in the Vietnam context (Truong
A study by Wang (2019) indicates that the reading self-efficacy of participants in the Asian region is lower than that of students at Ferdousi High School This finding highlights the need for targeted interventions to enhance reading self-efficacy among Asian students.
Shoushtar, a city in the southwest of Iran (Zare & Mobarakeh, 2011), the level of students in Muhammadiyah University Makassar, Indonesia (Asriati et al., 2018) and the level of
A study on Taiwanese EFL learners revealed that their reading self-efficacy levels were significantly lower compared to those of students at Southwest Charter School in the southwestern United States, highlighting a notable disparity in reading confidence among EFL students across different regions (Shang, 2020; McCrudden).
Perkins &Putney, 2005) However, EFL students' reading self-efficacy was higher than that of Algerian EFL students (Achour, 2016)
In conclusion, the study provided compelling evidence addressing the first research question of the ongoing investigation The results indicated that EFL students at Xuan Truong High School exhibited a moderate level of reading self-efficacy These findings align with the research conducted by Truong & Wang (2011) and are slightly higher than those observed in Algerian studies.
EFL students Nevertheless, it was almost lower than that of EFL students in other countries such as Indonesia, Taiwan, and the United States
4.2.2 English reading strategies use of EFL students at Xuan Truong high school
Concerning the reading strategies use of EFL students at Xuan Truong high school, this study's findings revealed that EFL high school students applied indirect strategies
The study found that learners utilized indirect strategies, particularly affective and social strategies, more frequently than direct strategies like memory and cognitive strategies Among the direct strategies, cognitive and compensation strategies were employed with higher frequency Overall, affective and social strategies emerged as the most consistently used reading tactics, followed by metacognitive and cognitive strategies This trend suggests that affective and social strategies are more manageable for learners, while metacognitive and cognitive strategies were predominantly used during independent reading comprehension practice at home, involving techniques such as prediction, goal setting, scanning, and skimming before answering questions These findings align with previous research recommendations on effective reading strategies.
The results indicate that the English proficiency of students at Xuan Truong High School is relatively low, which affects their use of direct reading strategies, such as cognitive, memory, and compensation strategies To achieve proficiency in these strategies, students require extensive practice with reading tasks As a result, they tend to rely more on indirect strategies, often seeking assistance from teachers or classmates by working in groups or pairs In the absence of support, students are inclined to take risks or skip questions when faced with challenging reading tasks.
In terms of studies in the Vietnam context, This finding partly corroborates the ideas of
Nguyen (2018) found that EFL students employed three out of four reading strategies, excluding the affective category, while engaging with general English academic materials This aligns with findings from studies conducted in overseas contexts.
Naseri's (2012) research revealed that Iranian EFL learners predominantly utilized cognitive and metacognitive reading strategies, with testing and compensatory strategies also being employed In contrast, Shang (2010) identified metacognitive strategies as the most commonly used, followed by compensatory and cognitive strategies Achour (2016) partially supported these findings, noting that cognitive strategies were frequently used, with metacognitive strategies following closely behind Additionally, the current study highlighted that socio-affective strategies emerged as the most regularly employed reading strategies among learners.
The current study reveals that affective and social strategies are the most frequently employed reading strategies, contrasting with prior research that identified metacognitive and cognitive strategies as the most common This shift highlights the importance of emotional and social engagement in reading practices.
The study revealed that EFL students at Xuan Troung High School predominantly utilized indirect strategies during reading tasks They often relied on support from teachers and classmates or took risks, rather than employing techniques such as predicting, scanning, or skimming before responding to questions.
4.2.3 Relationship between EFL students’ reading self-efficacy and English reading strategy use
The study found a significant relationship between EFL students' reading self-efficacy and their use of reading strategies, supporting previous research Students with higher reading self-efficacy were more adept at employing reading strategies, particularly direct strategies, which showed a stronger correlation with self-efficacy than indirect strategies This suggests that the use of direct strategies may enhance students' confidence in their reading abilities, resulting in a tighter connection between direct reading strategies and self-efficacy compared to indirect strategies.
As can be seen, that study results directly fostered a significant relationship between reading self-efficacy and English reading strategy use, which proposed in the literature
(Zimmerman & Martinez-Ponns,1990; Pintrich, 1999; Wolters & Rosenthal, 2000; Shang
Research findings indicate a strong link between self-efficacy and the use of English reading strategies Enhancing students' self-efficacy not only increases the frequency of their reading strategy usage but also boosts their overall reading self-efficacy Consequently, students with higher self-efficacy are more likely to employ reading strategies regularly.
In summary, the research demonstrated a strong correlation between EFL students' reading self-efficacy and their use of English reading strategies These results align with previous studies, confirming the significant relationship between reading self-efficacy and the application of reading strategies.
Summary
This section discusses the analysis of input obtained from a questionnaire and semi-structured interviews, focusing on the reading self-efficacy of EFL students The findings from both qualitative and quantitative data were examined to draw meaningful conclusions about students' confidence in their reading abilities.
At Xuan Truong High School, a study on reading self-efficacy assessed both indirect and direct reading strategies, revealing a moderate level of self-efficacy among students The analysis categorized reading strategies into metacognitive, affective, social, memory, cognitive, and compensation strategies, with affective and social strategies being the most frequently employed Additionally, a positive correlation was found between EFL students' reading self-efficacy and their use of English reading strategies These findings were compared with previous research on reading self-efficacy and strategy use, reinforcing the significance of their interrelationship.
