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Navigating the challenges of L2 reading: self efficacy, self-regulatory reading strategies and learner profiles

Navigating the challenges of L2 reading: self efficacy, self-regulatory reading strategies and learner profiles
Navigating the challenges of L2 reading: self efficacy, self-regulatory reading strategies and learner profiles

Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners’ self-efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self-efficacy and self-regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self-efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self-efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self-efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy-based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self-efficacy and central to 3 distinct learner profile clusters. Increases in reading self-efficacy were significantly greater for learners of certain profiles who received strategy-based instruction, with implications for theories of self-regulated language learning and classroom practice.

French, reading, self-efficacy, self-regulation, strategies
0026-7902
693-714
Graham, Suzanne
288341ca-e7f7-4b32-8b97-24495fe55c8b
Woore, Robert
8aace04a-d456-4319-9096-7e19813ee67f
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Courtney, Louise
95564c05-b392-4ce3-b4cc-13292f73ee21
Savory, Clare
babd04f5-6eab-48c7-9837-5daa63ce6297
Graham, Suzanne
288341ca-e7f7-4b32-8b97-24495fe55c8b
Woore, Robert
8aace04a-d456-4319-9096-7e19813ee67f
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Courtney, Louise
95564c05-b392-4ce3-b4cc-13292f73ee21
Savory, Clare
babd04f5-6eab-48c7-9837-5daa63ce6297

Graham, Suzanne, Woore, Robert, Porter, Alison, Courtney, Louise and Savory, Clare (2020) Navigating the challenges of L2 reading: self efficacy, self-regulatory reading strategies and learner profiles. The Modern Language Journal, 104 (4), 693-714. (doi:10.1111/modl.12670).

Record type: Article

Abstract

Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners’ self-efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self-efficacy and self-regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self-efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self-efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self-efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy-based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self-efficacy and central to 3 distinct learner profile clusters. Increases in reading self-efficacy were significantly greater for learners of certain profiles who received strategy-based instruction, with implications for theories of self-regulated language learning and classroom practice.

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Accepted/In Press date: 14 July 2020
e-pub ahead of print date: 7 November 2020
Published date: 1 December 2020
Keywords: French, reading, self-efficacy, self-regulation, strategies

Identifiers

Local EPrints ID: 442537
URI: http://eprints.soton.ac.uk/id/eprint/442537
ISSN: 0026-7902
PURE UUID: d409e7a4-7524-48ad-9a5d-7c4aa2670c0c
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

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Date deposited: 17 Jul 2020 16:31
Last modified: 26 Nov 2021 02:58

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Contributors

Author: Suzanne Graham
Author: Robert Woore
Author: Alison Porter ORCID iD
Author: Louise Courtney
Author: Clare Savory

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