The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners

The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship b...

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Main Author: Shehzad, Muhammad Waleed
Format: Thesis
Language:English
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Published: 2019
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Online Access:https://etd.uum.edu.my/9045/1/s901633_01.pdf
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Institution: Universiti Utara Malaysia
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spelling my.uum.etd.90452022-05-09T08:10:15Z https://etd.uum.edu.my/9045/ The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners Shehzad, Muhammad Waleed LB Theory and practice of education LB2300 Higher Education The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship between metacognitive reading strategies and reading comprehension using reading self-efficacy as a mediator. This study aimed to identify the hierarchical order of self-efficacy sources and metacognitive reading strategies. Additionally, it intended to determine the level of reading self-efficacy and reading comprehension. Moreover, this study proposed that reading self-efficacy beliefs might mediate the relationship between self-efficacy sources, metacognitive reading strategies, and reading comprehension. The current study employed a mixed-methods correlational research design in which quantitative data using questionnaires was collected by employing proportionate stratified random sampling from 383 Saudi EFL learners. Besides, qualitative data was gathered through semi-structured interviews with six Saudi EFL learners using homogeneous purposeful sampling. Findings indicated that ‘mastery experience’ was the most reported self-efficacy source, whereas ‘physiological state’ was least reported. Furthermore, ‘global strategies’ was the most reported metacognitive reading strategy, in contrast to ‘support strategies’ which was least reported. Additionally, the majority of the students had a higher level of reading self-efficacy. Also, regarding the reading comprehension level, most of the learners were ‘above average’ readers. Reading self-efficacy beliefs mediated the relationship between all the self-efficacy sources and reading comprehension except ‘physiological state’. Moreover, reading self-efficacy beliefs mediated the relationship between metacognitive reading strategies and reading comprehension. The qualitative findings revealed several factors that were responsible for the influence of self-efficacy sources/metacognitive reading strategies on reading comprehension such as the role of teachers, competitive environment, confidence, time constraints, skimming, visualising, and notes-taking. The findings offer several implications for EFL teachers and policy makers which could prove beneficial for EFL learners in terms of increasing their self-efficacy and improving their metacognitive strategies in reading comprehension. 2019 Thesis NonPeerReviewed text en https://etd.uum.edu.my/9045/1/s901633_01.pdf text en https://etd.uum.edu.my/9045/2/s901633_02.pdf text en https://etd.uum.edu.my/9045/3/s901633_references.docx Shehzad, Muhammad Waleed (2019) The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners. Doctoral thesis, Universiti Utara Malaysia.
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Electronic Theses
url_provider http://etd.uum.edu.my/
language English
English
English
topic LB Theory and practice of education
LB2300 Higher Education
spellingShingle LB Theory and practice of education
LB2300 Higher Education
Shehzad, Muhammad Waleed
The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
description The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship between metacognitive reading strategies and reading comprehension using reading self-efficacy as a mediator. This study aimed to identify the hierarchical order of self-efficacy sources and metacognitive reading strategies. Additionally, it intended to determine the level of reading self-efficacy and reading comprehension. Moreover, this study proposed that reading self-efficacy beliefs might mediate the relationship between self-efficacy sources, metacognitive reading strategies, and reading comprehension. The current study employed a mixed-methods correlational research design in which quantitative data using questionnaires was collected by employing proportionate stratified random sampling from 383 Saudi EFL learners. Besides, qualitative data was gathered through semi-structured interviews with six Saudi EFL learners using homogeneous purposeful sampling. Findings indicated that ‘mastery experience’ was the most reported self-efficacy source, whereas ‘physiological state’ was least reported. Furthermore, ‘global strategies’ was the most reported metacognitive reading strategy, in contrast to ‘support strategies’ which was least reported. Additionally, the majority of the students had a higher level of reading self-efficacy. Also, regarding the reading comprehension level, most of the learners were ‘above average’ readers. Reading self-efficacy beliefs mediated the relationship between all the self-efficacy sources and reading comprehension except ‘physiological state’. Moreover, reading self-efficacy beliefs mediated the relationship between metacognitive reading strategies and reading comprehension. The qualitative findings revealed several factors that were responsible for the influence of self-efficacy sources/metacognitive reading strategies on reading comprehension such as the role of teachers, competitive environment, confidence, time constraints, skimming, visualising, and notes-taking. The findings offer several implications for EFL teachers and policy makers which could prove beneficial for EFL learners in terms of increasing their self-efficacy and improving their metacognitive strategies in reading comprehension.
format Thesis
author Shehzad, Muhammad Waleed
author_facet Shehzad, Muhammad Waleed
author_sort Shehzad, Muhammad Waleed
title The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_short The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_full The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_fullStr The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_full_unstemmed The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_sort roles of self-efficacy and metacognition in reading comprehension among saudi efl learners
publishDate 2019
url https://etd.uum.edu.my/9045/1/s901633_01.pdf
https://etd.uum.edu.my/9045/2/s901633_02.pdf
https://etd.uum.edu.my/9045/3/s901633_references.docx
https://etd.uum.edu.my/9045/
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