The Relationship between Iranian EFL Learners’ Self- efficacy Beliefs and Reading Comprehension Ability

Ghabdian, Farhad; Ghafournia, Narjes

doi:10.5430/elr.v5n1p38

Cited by 8 publications

(10 citation statements)

References 38 publications

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“…It asserted that out of all the psychological variables, self-efficacy is the most substantial predictor of academic success (Bandura, 1977). Also, this finding is in line with numerous past studies (Al Ghraibeh, 2014;Galla et al, 2014;Ghabdian & Ghafournia 2016;Guthrie, Klauda, & Ho 2013;Habibian & Roslan 2014;Hedges & Gable, 2016;Lee & Jonson-Reid, 2016;Naseri & Ghabanchi, 2014;Oh, 2016;Osman et al, 2016;Rachmajanti & Musthofiyah, 2017;Salehi & Khalaji, 2014;Tabrizi & Jafari, 2015;Tobing, 2013).…”

Section: Discussionsupporting

confidence: 89%

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Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Shehzad¹,

Alghorbany

Lashari

et al. 2019

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The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including 'questionnaire for sources of reading self-efficacy', and 'reading self-efficacy beliefs questionnaire', and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading selfefficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension.

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Section: Discussionsupporting

confidence: 89%

“…Lastly, few researchers conducted studies on students attending English language learning institutions (Ghabdian & Ghafournia 2016;Piran 2014;Rachmajanti & Musthofiyah 2017). Out of these three studies, only Piran (2014) found an insignificant connection among self-efficacy and reading comprehension.…”

Section: Self-efficacy Beliefs and Reading Comprehensionmentioning

confidence: 99%

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Shehzad¹,

Alghorbany

Lashari

et al. 2019

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“…English teachers and EFL learners in the EFL and ESL context could use the results of the study. Ghabdian and Ghafournia (2016) in their study investigated whether language learners' self-efficacy beliefs affect Iranian EFL learners' reading comprehension ability. The participants of the study were 120 English Language learners from different language schools.…”

Section: Self-efficacymentioning

confidence: 99%

“…Delcourt and Kinzie (1993) stated that perceived self-efficacy reflects an individual's assurance in his or her capability in performing the behavior essential to create particular results. Although brain-based teaching and self-efficacy are two important concepts, a review of the current empirical research on self-efficasy (e.g., Basereh, & Pishkar, 2016;Estonella Mastan, & Maarof, 2014;Ghabdian, & Ghafournia, 2016;Kırmızı, & Dağdeviren Kırmızı, 2015;Mall-Amiri, & Sadeghi, 2014;Yangon Ersanlo, 2015) and brain-based teaching (Demirhan, Önder, & Beşoluk, 2014;Saleh, 2012;Siercks, 2012) indicates that, to date, no study has been carried out to explore the effect of brain-based teaching on self-efficacy which will be the focus of the present study.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

Oghyanous¹

2017

ELT

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The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/-one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students' self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

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“…Research into comprehension revealed that those with higher self-efficacy had higher L2 reading comprehension scores (Burrows 2012;Ghabdian and Ghafournia 2016).…”

Section: Self-efficacy In L2 Readingmentioning

confidence: 99%

Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

Odo¹

2018

Lang. Res.

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The many benefits of using extensive reading (ER) to foster language learning are increasingly clear. However, considerably less is known about how ER might improve pre-service English teachers' affect regarding L2 reading. Accordingly, this study investigated the effect of ER on pre-service English teachers' L2 reading self-efficacy and perceptions of ER. A pre-posttest quasi-experimental intervention was conducted with participants who engaged in ER to observe its impact on their self-efficacy and perceptions. In contrast to previous positive research findings, these results were that ER did not substantially affect a number of aspects of their self-efficacy. Qualitative results revealed that participants became more familiar with English and enjoyed ER, but they also expressed some dissatisfaction with their ER experiences. These findings suggest that while ER encourages some positive emotional states when reading, we also need to pay much closer attention to addressing learners' reservations and helping them to see the value of ER.

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The Relationship between Iranian EFL Learners’ Self- efficacy Beliefs and Reading Comprehension Ability

Cited by 8 publications

References 38 publications

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

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