English reading self eficacy and its relation to metacognitive reading strategies among vietnamese efl leaeners

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE ENGLISH READING SELF-EFFICACY AND ITS RELATION TO METACOGNITIVE READING STRATEGIES AMONG VIETNAMESE EFL LEARNERS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRAN THANH NGA Supervised by Assoc Prof Dr LUU TRONG TUAN HO CHI MINH CITY, FEBRUARY 2023 i ACKNOWLEDGEMENT The accomplishment of this thesis would have been impossible without the guidance, support, encouragement, and dedication of several people to whom I would like to extend my sincere gratitude First and foremost, I would like to express my deepest gratitude to my valued supervisor, Associate Professor Dr Lưu Trọng Tuấn, for helping me in my most stressful period when things had to start all over again His wholehearted guidance and advice not only added immense value throughout my process of completing this thesis but also helped me improve myself a lot in some other aspects of my life such as learning strategies and project management He consistently challenged me to be the best version of myself, both in my academic and personal endeavors I am also deeply thankful to Dr Phó Phương Dung and Dr Lê Thị Thanh Thu for their valuable advice, help, and encouragement I am also really indebted to Mr Lê Thanh Hà, who gave me the opportunity to pursue my educational goals I owe thanks to Ms Lê Nguyễn Thanh Thuý, the Deans, administrative staff, lecturers, and learners at the research site for helping me with the data collection My heartfelt thanks also go to many other teachers, friends, and colleagues for their valuable help and mental support Finally but most importantly, my special thanks to my beloved father and mother for teaching me the value of education, their support and caring during one of the most difficult times in my life To my dear sister, who always stood by my side, brought me support, and shared my burden to overcome stressful periods, providing me with a sympathetic and listening ear I would not be where I am today without the love and support of all of these people ii STATEMENT OF ORIGINALITY I certify that this thesis entitled “ENGLISH READING SELF-EFFICACY AND ITS RELATION TO METACOGNITIVE READING STRATEGIES AMONG VIETNAMESE EFL LEARNERS” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, February 2023 Trần Thanh Nga iii RETENTION OF USE I hereby state that I, Trần Thanh Nga, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research in accordance with the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh City, February 2023 Trần Thanh Nga iv TABLE OF CONTENTS ACKNOWLEDGEMENT ii STATEMENT OF ORIGINALITY iii RETENTION OF USE iv TABLE OF CONTENTS v LIST OF TABLES x LIST OF FIGURES xii ABSTRACT xiii CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aim of the study 1.3 Research question 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW 2.1 Reading self-efficacy 2.1.1 Reading Defining “reading” Reading types and their impacts on reading comprehension 2.1.2 Self-efficacy Defining “self-efficacy” Dimensions and sources of efficacy expectations 10 2.1.3 Reading self-efficacy 11 Defining “reading self-efficacy” 11 Roles of reading self-efficacy 12 A selected measure of reading self-efficacy for the present study 12 2.1.4 Dimensions of reading self-efficacy 13 v Reading skill self-efficacy 13 Reading test self-efficacy 14 Reading self-efficacy for regulation 14 General reading self-efficacy 15 2.2 Metacognitive reading strategies 16 2.2.1 Language learning strategies 16 Defining “language learning strategies” 16 Benefits of language learning strategies 16 Classifying language learning strategies 17 2.2.2 Metacognitive strategies 17 Metacognition 17 Defining “metacognitive strategies” 18 Distinction between metacognitive strategies and metacognitive knowledge 19 Classifying metacognitive strategies 19 2.2.3 Metacognitive reading strategies 21 Defining “metacognitive reading strategies” 21 A selected measure of metacognitive reading strategies for the present study 22 2.2.4 Types of metacognitive reading strategies 23 Advance organizer strategies (Planning strategies) 23 Selective attention strategies (Planning strategies) 24 Monitoring strategies 25 Evaluating strategies 26 2.3 Relationship between reading self-efficacy and metacognitive reading strategies 27 2.3.1 Social cognitive theory 27 2.3.2 Empirical evidence for the relationship between reading self-efficacy and metacognitive reading strategies 29 2.4 Conceptual framework 35 CHAPTER METHODOLOGY 37 3.1 Research question 37 3.2 Research design 37 3.3 Research site 38 vi 3.4 Sampling and sampling procedures 39 3.4.1 Population 39 3.4.2 Participants 40 3.5 Research instrument 41 3.5.1 Questionnaire 41 3.5.2 Piloting questionnaire 43 Content validity of the questionnaire 43 Reliability of the questionnaire 45 3.6 Data collection procedure 46 3.7 Data analysis scheme for the main study 48 CHAPTER RESULTS AND DISCUSSION 52 4.1 Descriptive statistics 52 4.2 Reliability of the questionnaire 53 4.3 Testing multicollinearity 54 4.4 Testing the convergence of questionnaire items 56 4.4.1 Exploratory factor analysis 56 4.4.2 Confirmatory factor analysis 61 4.5 Hypotheses testing 65 4.6 Supplementary analysis 75 4.6.1 Reading self-efficacy 75 Differences in reading self-efficacy with regard to genders 76 Differences in reading self-efficacy with regard to fields of study 78 4.6.2 Metacognitive reading strategies 80 Differences in metacognitive reading strategies with regard to genders 81 Differences in metacognitive reading strategies with regard to fields of study 83 CHAPTER CONCLUSION 85 5.1 Summary of findings 85 5.2 Implications 86 5.2.1 Implications for EFL learners 86 5.2.2 Implications for EFL teachers 88 5.2.3 Implications for other stakeholders 91 vii 5.3 Limitations 91 5.4 Recommendations for further studies 92 REFERENCES 94 APPENDICES 108 APPENDIX 1: READING SELF-EFFICACY MEASURE ADAPTED BY JIANG (2021) FROM PIERCEY (2013) 109 APPENDIX 2: REVISION OF THE TRANSLATION OF QUESTIONNAIRE ITEMS 112 APPENDIX 3: RELIABILITY OF THE QUESTIONNAIRE (PILOTING) 114 APPENDIX 4: QUESTIONNAIRE ABOUT ENGLISH READING SELFEFFICACY AND USE OF METACOGNITIVE READING STRATEGIES (ENGLISH VERSION) 118 APPENDIX 5: QUESTIONNAIRE ABOUT ENGLISH READING SELFEFFICACY AND USE OF METACOGNITIVE READING STRATEGIES (VIETNAMESE VERSION) 123 APPENDIX 6: RELIABILITY OF THE QUESTIONNAIRE (THE MAIN STUDY – THE FIRST ROUND) 128 APPENDIX 7: RELIABILITY OF READING SKILL SELF-EFFICACY, GENERAL READING SELF-EFFICACY, AND SELECTIVE ATTENTION STRATEGIES (THE MAIN STUDY – THE SECOND ROUND) 132 APPENDIX 8: RELIABILITY OF GENERAL READING SELF-EFFICACY (THE MAIN STUDY – THE THIRD ROUND) 134 APPENDIX 9: DATA DISTRIBUTION 135 APPENDIX 10: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON READING SELF-EFICACY WITH REGARD TO GENDERS 137 APPENDIX 11: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON READING SELF-EFICACY WITH REGARD TO FIELDS OF STUDY 138 APPENDIX 12: SPSS OUTPUT OF POST-HOC TESTS ON READING SELF-EFFICACY WITH REGARD TO FACULTIES 139 APPENDIX 13: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO GENDERS 142 viii APPENDIX 14: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO FIELDS OF STUDY 143 APPENDIX 15: SPSS OUTPUT OF POST-HOC TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO FACULTIES 144 ix LIST OF TABLES Table 2.1 Initially proposed types of metacognitive strategies by O’Malley and Chamot (1990) 20 Table 2.2 Modified types of metacognitive strategies by O’Malley and Chamot (1990) 20 Table 2.3 Review of previous studies 32 Table 3.1 Descriptive statistics of the participants in piloting 45 Table 3.2 Summary of questionnaire items 46 Table 4.1 Distribution of genders with regard to faculties 52 Table 4.2 Distribution of genders with regard to fields of study 53 Table 4.3 Correlations between dimensions of reading self-efficacy and types of metacognitive reading strategies 55 Table 4.4 Multicollinearity testing 56 Table 4.5 KMO and Bartlett's test of reading self-efficacy 56 Table 4.6 Total variance explained of reading self-efficacy 57 Table 4.7 Rotated component matrixa of reading self-efficacy 58 Table 4.8 KMO and Bartlett's test of metacognitive reading strategies 59 Table 4.9 Total variance explained of metacognitive reading strategies 60 Table 4.10 Rotated component matrixa of metacognitive reading strategies 61 Table 4.11 Composite reliability, average variance extracted, and correlation matrix 64 Table 4.12 Results of the relationships between dimensions of reading selfefficacy and metacognitive reading strategies 68 Table 4.13 Descriptives of reading self-efficacy 75 Table 4.14 Descriptives of reading self-efficacy with regard to genders 77 x APPENDIX 7: RELIABILITY OF READING SKILL SELF-EFFICACY, GENERAL READING SELF-EFFICACY, AND SELECTIVE ATTENTION STRATEGIES (THE MAIN STUDY – THE SECOND ROUND) Reading skill self-efficacy Cronbach's Alpha 754 N of Items RSE_sk2 RSE_sk3 RSE_sk4 RSE_sk5 RSE_sk6 General reading self-efficacy Cronbach' s Alpha 896 N of Items Scale Mean Scale if Item Variance if Deleted Item Deleted 12.88 4.281 13.04 4.426 13.07 4.497 12.88 4.080 12.99 4.127 Corrected Cronbach's Item-Total Alpha if Item Correlation Deleted 489 722 386 763 522 711 590 683 646 667 Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted RSE_ge1 (R) 26.08 16.637 771 874 RSE_ge2 (R) 26.13 16.042 761 874 RSE_ge4 26.06 16.143 835 867 RSE_ge5 26.06 15.907 857 865 RSE_ge6 26.25 17.462 616 888 RSE_ge7 26.03 17.403 690 882 RSE_ge10 26.80 19.375 277 919 132 RSE_ge11 Selective attention strategies Cronbach's N of Alpha Items 788 SAS2 SAS3 SAS5 SAS6 SAS7 26.12 17.249 Scale Mean Scale if Item Variance if Deleted Item Deleted 12.92 5.466 12.88 5.401 12.78 5.578 12.81 5.406 12.75 5.228 Corrected Cronbach's Item-Total Alpha if Correlation Item Deleted 563 749 562 749 539 756 609 735 557 752 Note RSE_sk = Reading skill self-efficacy; RSE_ge = General reading skill self-efficacy R = Scores were reversed; SA = Selective attention strategies 133 653 885 APPENDIX 8: RELIABILITY OF GENERAL READING SELF-EFFICACY (THE MAIN STUDY – THE THIRD ROUND) General Cronbach's N of Alpha Items 919 Scale Mean Scale Corrected Cronbach's reading if Item Variance if Item-Total Alpha if Item Deleted Item Deleted Correlation Deleted self-efficacy RSE_ge1 (R) 22.95 14.319 792 902 RSE_ge2 (R) 23.00 13.828 768 905 RSE_ge4 22.92 13.893 850 896 RSE_ge5 22.93 13.672 872 893 RSE_ge6 23.12 15.211 611 920 RSE_ge7 22.90 15.095 699 911 RSE_ge11 22.98 14.977 655 915 Note RSE_ge = General reading self-efficacy; R = Scores were reversed 134 APPENDIX 9: DATA DISTRIBUTION N Mean Std Deviation Skewness Statistic Statistic Statistic Statistic RSE_sk2 RSE_sk3 RSE_sk4 RSE_sk5 RSE_sk6 RSE_te1 RSE_te2 RSE_te3 RSE_re1 RSE_re2 RSE_re3 RSE_re4 RSE_re5 RSE_ge1 RSE_ge2 RSE_ge4 RSE_ge5 RSE_ge6 RSE_ge7 AOS1 AOS2 AOS3 AOS4 AOS5 SAS2 SAS3 SAS5 SAS6 SAS7 MS1 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 268 3.34 3.18 3.15 3.33 3.23 2.65 2.65 2.74 2.94 3.01 3.20 3.25 3.04 3.85 3.80 3.88 3.87 3.68 3.90 3.82 3.19 3.37 2.77 3.06 3.12 3.16 3.25 3.23 3.28 3.09 734 781 634 717 662 841 815 807 656 679 732 740 763 750 846 772 788 755 699 755 882 952 1.091 883 758 778 746 737 831 762 135 -.220 015 -.129 -.149 258 -.098 -.017 078 -.098 -.014 -.103 -.269 026 -.501 -.725 -.426 -.466 -.349 -.325 -.369 -.060 -.161 087 055 012 -.088 -.015 -.106 098 -.350 Kurtosis Std Statistic Error 149 -.548 149 -.732 149 -.561 149 -.458 149 147 149 -.584 149 -.554 149 -.545 149 -.233 149 -.813 149 -.697 149 -.532 149 -.757 149 247 149 1.013 149 -.018 149 -.017 149 -.080 149 139 149 -.016 149 069 149 -.516 149 -.586 149 -.168 149 -.806 149 -.446 149 -.207 149 -.344 149 -.608 149 -.077 Std Error 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 297 N Mean Std Deviation Skewness Statistic Statistic Statistic Statistic Kurtosis Std Statistic Error 149 -.196 149 -.162 149 -.422 149 -.099 149 067 149 219 149 -.297 149 -.169 Std Error 297 297 297 297 297 297 297 297 MS2 268 3.10 753 -.480 MS3 268 2.91 734 -.145 MS4 268 3.14 821 -.015 ES1 268 3.16 847 -.081 ES2 268 3.06 793 023 ES3 268 3.03 811 -.055 ES4 268 2.94 828 -.008 ES5 268 3.20 942 -.359 Valid N 268 (listwise) Note RSE_sk = Reading skill self-efficacy; RSE_te = Reading test self-efficacy RSE_re = Reading self-efficacy for regulation RSE_ge = General reading self-efficacy; R = Scores were reversed AOS = Advance organizer strategies; SAS = Selective attention strategies MS = Monitoring strategies; ES = Evaluating strategies 136 APPENDIX 10: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON READING SELF-EFICACY WITH REGARD TO GENDERS Male Female Total N 131 137 268 Mean 3.3110 3.1208 3.2138 Std Deviation 37004 31437 35509 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig 2.240 266 136 Descriptives 95% Confidence Interval for Mean Minimum Std Error Lower Bound Upper Bound 03233 3.2471 3.3750 2.37 02686 3.0676 3.1739 2.36 02169 3.1711 3.2565 2.36 Maximum 4.17 3.78 4.17 ANOVA Sum of Squares Between Groups Within Groups Total 137 Mean Square df 2.425 2.425 31.241 33.666 266 267 117 F 20.645 Sig .000 APPENDIX 11: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON READING SELF-EFICACY WITH REGARD TO FIELDS OF STUDY Social Science Total N 107 161 268 Mean 3.0734 3.3070 3.2138 Std Deviation 32543 34398 35509 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig .077 266 781 Descriptives 95% Confidence Interval for Mean Minimum Std Error Lower Bound Upper Bound 03146 3.0111 3.1358 2.36 02711 3.2535 3.3606 2.36 02169 3.1711 3.2565 2.36 Maximum 3.89 4.17 4.17 ANOVA Sum of Squares Between Groups Within Groups Total 138 Mean Square df 3.508 3.508 30.158 33.666 266 267 113 F 30.940 Sig .000 APPENDIX 12: SPSS OUTPUT OF POST-HOC TESTS ON READING SELF-EFFICACY WITH REGARD TO FACULTIES 56 51 49 58 Mean 3.0260 3.1255 3.3210 3.2106 Std Deviation 33143 31371 32203 36204 54 3.3980 32179 04379 3.3102 3.4858 2.36 4.06 268 3.2138 35509 02169 3.1711 3.2565 2.36 4.17 N History Literature Physics Chemistry Information Technology Total Descriptives 95% Confidence Interval for Mean Std Error Lower Bound Upper Bound Minimum 04429 2.9373 3.1148 2.39 04393 3.0372 3.2137 2.36 04600 3.2285 3.4135 2.67 04754 3.1154 3.3058 2.40 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig .334 263 855 Maximum 3.89 3.65 3.94 4.17 ANOVA Sum of Squares Between Groups Within Groups Total 139 Mean Square df 4.767 1.192 28.899 33.666 263 267 110 F 10.846 Sig .000 Multiple Comparisons (I) Falcuty History Literature Physics Chemistry (J) Falcuty Literature Physics Chemistry Information Technology History Physics Chemistry Information Technology History Literature Chemistry Information Technology History Literature Physics Information Technology History 95% Confidence Interval Lower Bound Upper Bound -.2258 0269 -.4226 -.1672 -.3069 -.0623 Mean Difference (I-J) -.09944 -.29491* -.18458* Std Error 06416 06484 06210 Sig .122 000 003 -.37194* 06322 000 -.4964 -.2475 09944 -.19548* -.08514 06416 06631 06363 122 003 182 -.0269 -.3260 -.2104 2258 -.0649 0401 -.27250* 06473 000 -.4000 -.1451 29491* 19548* 11033 06484 06631 06432 000 003 087 1672 0649 -.0163 4226 3260 2370 -.07703 06540 240 -.2058 0517 18458* 08514 -.11033 06210 06363 06432 003 182 087 0623 -.0401 -.2370 3069 2104 0163 -.18736* 06268 003 -.3108 -.0639 37194* 06322 000 2475 4964 140 Literature 27250* Physics 07703 Chemistry 18736* * The mean difference is significant at the 0.05 level Information Technology 141 06473 06540 06268 000 240 003 1451 -.0517 0639 4000 2058 3108 APPENDIX 13: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO GENDERS Male Female Total N 131 137 268 Mean 3.1698 3.0377 3.1022 Std Deviation 47217 46434 47196 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig .027 266 870 Descriptives 95% Confidence Interval for Mean Minimum Std Error Lower Bound Upper Bound 04125 3.0881 3.2514 1.60 03967 2.9592 3.1161 1.94 02883 3.0455 3.1590 1.60 Maximum 4.39 4.03 4.39 ANOVA Sum of Squares Between Groups Within Groups Total 142 Mean Square df 1.168 1.168 58.306 59.474 266 267 219 F 5.329 Sig .022 APPENDIX 14: SPSS OUTPUT OF ONE-WAY ANOVA TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO FIELDS OF STUDY Social Science Total N 107 161 268 Mean 2.9431 3.2080 3.1022 Std Deviation 45021 45743 47196 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig .100 266 752 Descriptives 95% Confidence Interval for Mean Std Error Lower Bound Upper Bound Minimum Maximum 04352 2.8568 3.0294 1.73 3.81 03605 3.1368 3.2792 1.60 4.39 02883 3.0455 3.1590 1.60 4.39 ANOVA Sum of Squares Between Groups Within Groups Total 143 Mean Square df 4.510 4.510 54.964 59.474 266 267 207 F 21.828 Sig .000 APPENDIX 15: SPSS OUTPUT OF POST-HOC TEST ON METACOGNITIVE READING STRATEGIES WITH REGARD TO FACULTIES 56 51 49 58 Mean 2.7846 3.1172 3.1860 3.0101 Std Deviation 41543 42523 45296 41442 54 3.4405 40346 05490 3.3304 3.5506 2.13 4.15 268 3.1022 47196 02883 3.0455 3.1590 1.60 4.39 N History Literature Physics Chemistry Information Technology Total Descriptives 95% Confidence Interval for Mean Minimum Maximum Std Error Lower Bound Upper Bound 05551 2.6733 2.8959 1.73 3.49 05954 2.9976 3.2368 2.00 3.81 06471 3.0559 3.3161 2.00 4.39 05442 2.9012 3.1191 1.60 3.85 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig .070 263 991 ANOVA Sum of Squares Between Groups Within Groups Total 144 Mean Square df 12.676 3.169 46.798 59.474 263 267 178 F 17.810 Sig .000 (I) Falcuty History Literature Physics Chemistry (J) Falcuty Literature Physics Chemistry Information Technology History Physics Chemistry Information Technology History Literature Chemistry Information Technology History Literature Physics Multiple Comparisons Mean Difference Std (I-J) Error * -.33256 08165 * -.40137 08252 * -.22553 07903 95% Confidence Interval Sig Lower Bound Upper Bound 000 -.4933 -.1718 000 -.5638 -.2389 005 -.3811 -.0699 -.65591* 08045 000 -.8143 -.4975 33256* -.06881 10703 08165 08438 08097 000 416 187 1718 -.2350 -.0524 4933 0973 2665 -.32335* 08237 000 -.4855 -.1612 40137* 06881 17584* 08252 08438 08185 000 416 033 2389 -.0973 0147 5638 2350 3370 -.25454* 08323 002 -.4184 -.0907 22553* -.10703 -.17584* 07903 08097 08185 005 187 033 0699 -.2665 -.3370 3811 0524 -.0147 145 Information -.43038* Technology Information History 65591* Technology Literature 32335* Physics 25454* Chemistry 43038* * The mean difference is significant at the 0.05 level 146 07977 000 -.5874 -.2733 08045 08237 08323 07977 000 000 002 000 4975 1612 0907 2733 8143 4855 4184 5874