THE RELATIONSHIP BETWEEN EFL LEARNERS’ USE OF READING STRATEGIES AND THEIR PERCEPTIONS OF CRITICAL READING SELF-EFFICACY
Yükleniyor...
Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi / Sosyal Bilimler
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Learners may have difficulties in grasping the texts written in the target language
since the texts can have cultural, ideological, and contextual meanings beyond how
they seem. For this reason, this study aims to explore whether a meaningful
relationship exists between English as a foreign language (EFL) learners’ use of
reading strategies and their perceptions of critical reading self-efficacy. Furthermore,
the aim of the study is to determine the level of EFL learners’ use of reading
strategies and the perceptions of critical reading self-efficacy. This study also aims to
find out whether EFL learners’ use of reading strategies and the perceptions of
critical reading self-efficacy vary according to gender, department, how often EFL
learners read English texts, type of English text EFL learners read most, family
members’ reading English books, newspapers, and texts and where EFL learners’
family lives. The research was carried out with EFL students at foreign language
schools in two state universities. 255 EFL learners participated in the study. In order
to select participants at the preparatory school of two state universities, convenience
sampling was used. In this quantitative survey-based research, "Demographic
Information Form", "Critical Reading Self-Efficacy Perception Scale" and “Reading
Strategy Use Scale” were used to collect data. The collected data were analysed by
Social Sciences Statistics Package (SPSS) 26.0. The results indicated that EFL
learners usually utilize reading strategies and there is a meaningful relationship
between EFL learners’ use of reading strategies and their perceptions of critical
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reading self-efficacy. The results also revealed that EFL learners’ use of reading
strategy and their perceptions of critical reading self-efficacy do not significantly
differ by gender. Moreover, EFL learners’ inquiry capabilities significantly differ in
terms of how often they read English texts.
