Reading self - efficacy and English reading strategy use of EFL students at Xuan Truong High School: Master of TESOL

Abstract

This work explores the relationship between self-efficacy in reading and reading strategies. the sample used consists of 300 EFL students at Xuan Truong high School in Lam Dong province. The participants are chosen purposively from students in grades 10,11 and 12 at Xuan Truong high school. The instrument applied to collect the data was a questionnaire and semi-structured interview. This study is participated by 300 EFL high school students answering the questionnaire and 15 students answering 7 questions of the semi-structured interview. The collected data were estimated by SPSS with figures related to mean, standard deviation, frequency, and Pearson correlation. The finding of the paper reported that reading self-efficacy had a considerable correlation with the reading strategy use of EFL students at Xuan Truong high school. Moreover, the work finding discovered the level of reading selfefficacy was moderate. Especially, the main sources of reading self-efficacy of the students were performance accomplishment and vicarious experience. Besides that, the study also declared the more frequent reading strategies used were indirect reading strategies including metacognitive strategies, affective strategies, social strategies. In the hope that the results were made clearer and more reliable, the data gathered from the semi-structured interview were encoded and interpreted. These basic findings are hoped to provide a greater foundation about the relationship between self-efficacy in reading and reading strategies in the Vietnamese context