Relationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy

Basit Öğe Kaydı
dc.contributor.authorDikici, Ali
dc.contributor.authorAltaş, Betül
dc.date.accessioned2025-03-07T20:03:34Z
dc.date.available2025-03-07T20:03:34Z
dc.date.issued2024
dc.departmentÇağ Üniversitesi
dc.description.abstractThe aim of this study is to determine whether English as a foreign language learners’ use of reading strategies and their perceptions of critical reading self-efficacy are meaningfully correlated. Additionally, the study aims to examine whether these learners’ use of reading strategies and their perceptions of critical reading selfefficacy are different in terms of gender, department, and how often they read English texts. A convenience sampling was utilized to select participants who were 255 English as a foreign language learners at foreign language schools in two state universities. “Demographic Information Form,” “Reading Strategy Use Scale,” and “Critical Reading Self-Efficacy Perception Scale” were the data collection instruments for this quantitative survey-based research. Results demonsrate that a significant correlation is seen between participants’ use of reading strategies and their perceptions of critical reading self-efficacy. Additionally, the difference is not significant between their perceptions of critical reading self-efficacy in terms of gender; however, total scores of their reading strategies use are significantly different in terms of gender. Total scores of their use of reading strategy and perceptions of critical reading self-efficacy are significantly different in terms of how often they read English texts. However, total scores of participants’ perceptions of critical reading self-efficacy and use of reading strategy are not different in terms of their department.
dc.identifier.doi10.5152/hayef.2024.24009
dc.identifier.endpage286
dc.identifier.issn2602-4829
dc.identifier.issue3
dc.identifier.startpage279
dc.identifier.trdizinid1280120
dc.identifier.urihttps://doi.org/10.5152/hayef.2024.24009
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1280120
dc.identifier.urihttps://hdl.handle.net/20.500.12507/2695
dc.identifier.volume21
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofHayef:journal of education (Online)
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.snmzKA_20241226
dc.subjectReading strategies
dc.subjectEFL learners
dc.subjectCritical reading
dc.subjectcritical reading self-efficacy
dc.subjectuse of reading strategies
dc.titleRelationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy
dc.typeArticle

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