The effects of self regulated reading strategies instruction on EFL students reading comprehension and reading motivation a thesis submitted in partial fulfillment of the requirements for the degree of master of arts in

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECTS OF SELF-REGULATED READING STRATEGY INSTRUCTION ON EFL STUDENTS’ READING COMPREHENSION AND READING MOTIVATION A Thesis Submitted to the Graduate School of HCMC Open University in Partial Fulfillment of the Requirements for the Degree of Master of Arts (TESOL) Submitted by DANG THI THU SUONG Supervisor Assoc Prof Dr PHAM VU PHI HO Ho Chi Minh City - 2016 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitled, “The Effects of Self-regulated Reading Strategy Instruction on EFL Students’ Reading Comprehension and Reading Motivation” as the statement of requirements for theses in Masters’ Programs, issued by the Higher Degree Committee Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere, or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for any degree in any other tertiary institution Ho Chi Minh City, September 2016 DANG THI THU SUONG i RETENTION AND USE OF THE THESIS I hereby state that I, Dang Thi Thu Suong, being the candidate for the degree of Master of 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 purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of thesis Ho Chi Minh City, September 2016 DANG THI THU SUONG ii ACKNOWLEDGEMENTS I would like to take this opportunity to express my heartfelt gratitude to several individuals who make a valuable contribution to the completion of this dissertation Without their great assistance and support, this thesis would not have come into existence First of all, I owe my deepest gratitude to my supervisor – Dr Pham Vu Phi Ho for his precious time and enthusiastic and specific guidance on conducting and writing this dissertation Due to his patience and constant encouragement, I have maintained and nourished my motivation during the long process to make this thesis possible I would like to offer my sincere thanks to all of my lecturers who provided me with invaluable lessons and extensive knowledge that laid the foundation for this work Special thanks are also sent to the academic staff of the Graduate School, HCMC Open University for their unconditional support and timely reminders I am deeply indebted to my colleagues and students from HCMC University of Science, who willingly helped me with the data collection Additionally, my thankfulness goes to Dr Nguyen Thai An – the Head of the Department of English Language, who gave me a chance to my experiment with the students of the university Also, I never forget each of the students who participated in the study Without their enthusiasm and efforts, this thesis would have never been completed I am also grateful to Mr Vu Huu Thanh – the lecturer of the Department of Finance-Banking, HCMC Open University, who provided TESOL members with practical lessons about quantitative analysis and readily helped us whenever we had questions related to this issue I felt more confident when collecting and analyzing data with statistic knowledge and skills that I learned from him Last but not least, my appreciation goes to my family Especially, I would like to express my heartfelt gratitude to my parents and family members for their tacit encouragement during the process of studying and writing this thesis I also want to send many thanks to my aunt for her financial support during my studying process iii ABSTRACT The purpose of this study was to examine the effects of self-regulated reading strategy instruction on EFL students’ reading comprehension and motivation for reading Additionally, the study also investigated the students’ reflections on their use of selfregulated reading strategies to draw the conclusion of whether the adapted SRRP program supported to create engaged self-regulated readers The present study conducted a quasi-experiment following a pretest-post-test nonequivalent group design Accordingly, two of the 45 classes were assigned to the researcher to serve as the experimental group (N = 43) and the control group (N = 49) Three measurement instruments were employed consisting of the reading comprehension pre- and post-tests, the questionnaires about students’ motivation for reading and the students’ self-evaluation on the reading process The quantitative data obtained from these three sources over the period of 12-week intervention wereanalyzed using the independentand paired-samples t-tests The researcher also analyzed the students’ responses to the open questions in their self-evaluation reports to gather qualitative data to answer the last research question The results of the study revealed that the instruction of self-regulated reading strategies resulted in more significant improvements in students’ reading comprehension than the traditional approach, only the experimental treatment substantially benefited EFL students to enhance their motivation for reading English as a foreign language, and the students reflected a remarkable increase in their use of the acquired strategies This improvement started immediately after the four-week training of fragmentary selfregulated reading strategies and remained continuous after the six-week practicing in the whole process of self-regulated reading In addition, through the students’ self-evaluation reports, there were 15 types of self-regulated reading strategies commonly used by most of the students in the experimental group during the intervention In summary, the findings of the present study showed that it was possible to enhance EFL students’ reading comprehension as well as their motivation for reading and to maintain a rather high level of strategy use by the implementation of the training program enriched with self-regulated reading strategies Accordingly, it was reasonable to conclude that the adapted SRRP program supported to create engaged self-regulated readers in EFL contexts iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES AND FIGURES ix LIST OF ABBREVIATIONS xi CHAPTER INTRODUCTION 1.1 Background to the Study 1.2 Statement of the Problem 1.3 Purposes of the Study 1.4 Research Questions 1.5 Significance of the Study 1.6 Definitions of Terms 1.7 Overview of Thesis Chapters CHAPTER LITERATURE REVIEW 2.1 Theoretical Background to the Study 2.1.1 Self-regulated Learning 2.1.1.1 Cognitive Theories of Self-regulated Learning Social Cognitive Theory Information Processing Theory 11 Social Constructivist Theory 13 2.1.1.2 Motivation and Self-Regulated Learning 15 2.1.1.3 Characteristics of Self-Regulated Learners 16 2.1.1.4 The Teaching of Self-Regulated Learning 17 2.1.2 Reading Comprehension in EFL Contexts 20 2.1.2.1 Factors Contributing to Reading Comprehension in EFL Contexts 20 2.1.2.2 Reading Comprehension and Levels of Comprehension 21 2.1.2.3 Development of Reading Comprehension Instruction in EFL Contexts 22 2.1.2.4 Trends of Research in Reading Comprehension Strategy Instruction 25 v 2.1.3 Self-Regulated Learning in Reading Instruction 26 2.1.3.1 Benefits of Incorporating SRL into Reading Instruction 26 2.1.3.2 Challenges and Considerations when Incorporating SRL into Reading Instruction 27 2.2 Review of Related Literature 29 2.2.1 Intervention Studies on Strategy Instruction towards Self-regulated Reading 29 2.2.2 A Discussion for Implications for the Present Study 32 2.2.3 The Framework of the Present Study 34 2.3 Chapter Summary 34 CHAPTER METHODOLOGY 36 3.1 Research Context 36 3.2 Research Design 38 3.3 Participants 41 3.4 Defining Research Problems for the Current Study 43 3.5 Procedure of the Study 46 3.5.1 3.5.1.1 Reading Materials for both the Experimental and Control Group 47 3.5.1.2 Description of the Training Program for the Experimental Group 48 3.5.1.3 Description of the Training Program for the Control Group 50 3.5.2 3.6 The Training Procedure 51 3.5.2.1 The Training Procedures for the Experimental Group 51 3.5.2.2 The Training Procedures for the Control Group 54 Measurement Instruments 57 3.6.1 Reading Comprehension Pre- and Post-Tests 57 3.6.1.1 The Construct of the Reading Comprehension Pre- and Post-Tests 57 3.6.1.2 Validity of the Pre- and Post-Tests 59 3.6.1.3 Reliability of the Pre- and Post-Tests 60 3.6.2 Questionnaire about Students’ Motivation for Reading 60 3.6.2.1 The Construct of the Questionnaire 60 3.6.2.2 Exploratory Factor Analysis (EFA) for the Pilot Questionnaire 63 3.6.3 3.7 Preparation for the Training 47 Students’ Self-evaluation on the Reading Process 64 3.6.3.1 Description of the Self-evaluation Form 64 3.6.3.2 Reliability of the Students’ Self-evaluation Scales 64 Procedures of Data Collection 65 vi 3.8 Data Analysis 67 3.8.1 Research Question 1: Does the instruction of self-regulated reading strategies help EFL students improve their reading comprehension? 67 3.8.2 Research Question 2: To what extent does the instruction of self-regulated reading strategy help to enhance EFL students’ reading motivation? 67 3.8.3 Research Question 3: What are EFL students’ reflections on their use of selfregulated reading strategies during the intervention? 68 3.8.3.1 Do EFL students reflect an enhancement in their use of self-regulated reading strategies during the intervention ? 68 3.8.3.2 What self-regulated reading strategies were used by most of the EFL students over the intervening process? 68 3.9 Chapter Summary 69 CHAPTER FINDINGS AND DISCUSSION 70 4.1 Research Question 1: Does the self-regulated reading strategy instruction helps EFL students improve their reading comprehension? 70 4.1.1 Comparing the two groups’ reading comprehension before the treatment 70 4.1.2 Comparing each group’s reading comprehension before and after the treatment 71 4.1.3 Comparing the two groups’ reading comprehension after the treatment 73 4.2 Research Question 2: To what extent does the self-regulated reading strategy instruction help to enhance EFL Students’ reading motivation? 75 4.2.4 Comparing the two groups’ reading motivation before the treatment 75 4.2.4 Comparing each group’s reading motivation before and after the treatment 76 4.2.3 Comparing the two groups’ reading motivation after the treatment 79 4.2.4 Results of the Paired-samples T-tests on Each Reading-motivation-related Scale of the EG 80 4.3 Research Question 3: What are EFL students’ reflections on their use of selfregulated reading strategies during the intervention? 87 4.3.1 Research Question 3.1: Do EFL students reflect an enhancement in their use of self-regulated reading during the intervention? 88 4.3.2 Research Question 3.2: What self-regulated reading strategies were used by most of the students during the intervention? 90 4.4 Summary of the Findings 92 4.5 Discussion of the Findings 94 4.5.1 A Discussion on the Students’ Reading Comprehension 95 4.5.2 A Discussion on the Students’ Motivation for Reading 96 vii 4.5.3 A Discussion on the Students’ Reflections on their Use of Self-regulated Reading Strategies 97 4.6 Chapter Summary 98 CHAPTER CONCLUSION AND RECOMMENDATION 99 6.1 Major Conclusions 99 6.2 Limitations of the Study 100 6.3 Suggestions for Further Research 102 6.4 Implications for Further Practice 103 REFERENCES 104 Appendix – Preliminary Questionnaire 112 Appendix – Scales and Adapted Items of the Motivation for Reading Questionnaire 114 Appendix – Questionnaire about Students’ Motivation for Reading 116 Appendix – Students’ Self-evaluation on the Reading Process 119 Appendix – Pre-test on Reading Comprehension 121 Appendix – Post-test on Reading Comprehension 128 Appendix – Self-regulated Reading Tasks for the In-class Reading Practices 135 Appendix – Reading Assignments for the Experimental Group 139 Appendix – A Typical Reading Assignment for the Control Group 140 Appendix 10 – Results of the Pilot Tests on Reading Comprehension 142 Appendix 11 – Reliability of the Pilot Tests on Reading Comprehension 143 Appendix 12 – Results of EFA Analysis for the Motivation for Reading Questionnaire 144 Appendix 13 – Reliability of the final Motivation for Reading Questionnaire 146 Appendix 14 – Reliability of the Self-evaluation Scales 147 Appendix 15 – Results of the Pre- and Post-tests on Reading Comprehension 148 Appendix 16 – The Mean Scores Obtained on the Pre- and Post-questionnaires and their Related Scales 149 Appendix 17 – The Mean Scores Obtained on the Self-evaluation Scales 154 viii LIST OF TABLES AND FIGURES Table 3.1: Summary of participants’ information 42 Table 3.2: Students’ method of learning reading comprehension in previous semesters 44 Table 3.3: Procedure of the study 46 Table 3.4: Topics of the reading practices used for in-class reading lessons 47 Table 3.5: Description of the training program for the experimental group 49 Table 3.6: Description of the training program for the control group 51 Table 3.7: Main training phases and procedures for the experimental group 51 Table 3.8: Main training stages and procedures for the control group 55 Table 3.9: Summary of item types and the tasks required 58 Table 3.10: Summary of test items in each question type of the pre- and post-tests 59 Table 3.11: Summary of the questionnaire about students’ motivation for reading 62 Table 4.1: Group statistics on the pretests 70 Table 4.2: Results of the independent-samples t-test on the pretests 71 Table 4.3: Paired samples statistics on the pre- and post-tests of the EG 72 Table 4.4: Results of the paired-samples t-test on the pre- and post-tests of the EG 72 Table 4.5: Paired samples statistics on the pre-post-tests of the CG 73 Table 4.6: Results of the paired-samples t-test on the pre-post-tests of the CG 73 Table 4.7: Group statistics on the posttests 74 Table 4.8: Results of the independent-samples t-test on the posttests 74 Table 4.9: Group statistics on the pre-overall reading motivation 75 Table 4.10: Results of the independent-samples t-test on the pre-overall reading motivation 76 Table 4.11: Paired samples statistics on the pre-post-reading motivation of the EG 77 Table 4.12: Results of the paired-samples t-test on the pre-post-reading motivation of the EG77 Table 4.13: Paired samples statistics on the pre-post-questionnaires of the CG 78 Table 4.14: Results of the paired-samples t-test on the pre-post-questionnaires of the CG 78 Table 4.15: Group statistics on the post-reading motivation of the two groups 79 Table 4.16: Results of the independent-samples t-test on the post-reading motivation of the two groups 79 Table 4.17: Paired samples statistics on the reading curiosity of the EG 80 Table 4.18: Results of the paired-samples t-test on the reading curiosity of the EG 81 Table 4.19: Paired samples statistics on the reading importance of the EG 81 Table 4.20 : Results of the paired-samples t-test on the reading importance of the EG 81 Table 4.21: Paired samples statistics on the instrumentalism of the EG 82 ix APPENDIX READING ASSIGNMENTS FOR THE CONTROL GROUP: AN EXAMPLE Reading Assignment ***Week 140 extracted from Practice Test B, TOEFL Practice Tests, Volume (p 78 – 79) by Educational Testing Service available online at http://cfl.ctu.edu.vn/viet/toefl/ToeflPracticeTests.pdf 141 APPENDIX 10 STUDENTS’ SCORES ON ANSWERS OF THE ODD-NUMBERED AND EVEN-NUMBERED QUESTIONS OF THE PILOT TESTS PRE-TEST POSTTEST Odd Even Odd Even Odd Even Odd Even Odd Even Odd Even 1-32 1-32 33-64 33-64 65-97 65-97 1-32 1-32 33-64 33-64 65-97 65-97 9 10 12 8 9 11 10 13 10 10 11 11 11 9 8 7 7 10 9 9 9 10 10 6 10 6 8 12 11 6 5 11 10 9 10 7 6 11 10 12 11 12 15 11 7 12 9 12 7 8 8 13 10 10 9 4 10 7 10 11 9 13 12 10 6 5 11 7 9 12 13 11 10 7 12 10 9 11 9 10 6 11 9 8 6 7 14 14 6 11 10 11 9 9 7 10 13 10 10 7 11 10 11 5 16 13 7 10 12 7 6 14 10 10 11 8 6 7 12 11 13 10 8 10 11 8 11 8 13 9 11 12 9 10 12 12 11 9 6 10 6 10 7 10 8 10 6 9 10 11 8 5 12 142 APPENDIX 11 RELIABILITY COEFFICIENT OF THE PILOT READING COMPREHENSION TESTS Pre-test Reliability Statistics Cronbach's Alpha Part Value 1.000 N of Items Part Value 1a 1.000 N of Items Total N of Items 1b Correlation Between Forms 583 Spearman-Brown Coefficient Equal Length 737 Unequal Length 737 Guttman Split-Half Coefficient 736 a The items are: odd-numbered questions b The items are: even-numbered questions Posttest Reliability Statistics Cronbach's Alpha Part Value 1.000 N of Items Part Value 1a 1.000 N of Items Total N of Items 1b Correlation Between Forms 631 Spearman-Brown Coefficient Equal Length 774 Unequal Length 774 Guttman Split-Half Coefficient 774 a The items are: odd-numbered questions b The items are: even-numbered questions 143 APPENDIX 12 THE RESULTS OF EFA ANALYSIS FOR THE MOTIVATION FOR READING QUESTIONNAIRE KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Approx Chi-Square Sphericity df Sig .530 1793.282 903 000 Total Variance Explained Extraction Sums of Squared Rotation Sums of Squared Loadings Loadings % of Cumulative % of Cumulative Variance % Total Variance % Initial Eigenvalues Component Total % of Cumulative Variance % Total 12.841 29.863 29.863 12.841 29.863 29.863 6.362 14.796 14.796 4.642 10.795 40.658 4.642 10.795 40.658 4.705 10.942 25.738 3.376 7.852 48.510 3.376 7.852 48.510 4.373 10.171 35.908 2.735 6.360 54.869 2.735 6.360 54.869 3.653 8.494 44.402 2.386 5.549 60.418 2.386 5.549 60.418 3.458 8.042 52.445 2.048 4.763 65.181 2.048 4.763 65.181 2.427 5.643 58.088 1.876 4.362 69.543 1.876 4.362 69.543 2.409 5.603 63.690 1.444 3.357 72.900 1.444 3.357 72.900 2.289 5.323 69.013 1.196 2.782 75.682 1.196 2.782 75.682 2.170 5.046 74.059 10 1.028 2.392 78.074 1.028 2.392 78.074 1.726 4.015 78.074 Extraction Method: Principal Component Analysis Rotated Factor Loadings for the Questionnaire Component i16self 901 049 199 i31self 887 126 i9self 865 i12self 10 -.038 110 072 073 069 069 029 037 080 135 074 193 004 044 077 063 091 -.015 052 -.071 -.071 025 -.107 -.099 832 056 236 028 089 109 -.038 003 -.002 171 i34self 816 066 199 -.005 052 007 131 -.122 142 165 i26self 794 284 -.008 004 250 056 100 194 084 -.014 144 i6self 742 237 145 092 227 227 -.167 -.093 -.070 -.003 i10inv 087 853 222 -.024 159 -.067 072 010 073 032 i36inv 042 851 122 173 138 011 025 067 182 -.016 i20inv 204 826 107 168 132 -.047 056 107 090 -.041 i29inv 165 785 125 063 049 066 273 -.068 -.162 047 i17inv 229 733 218 019 333 088 023 045 -.007 -.226 i24cha 227 204 831 109 289 -.022 129 -.117 026 -.109 i15cha 177 082 784 198 117 -.173 214 -.009 059 176 i22cha 266 267 710 114 178 046 123 160 235 -.030 i2cha 348 287 657 251 175 -.021 -.090 179 077 -.003 i13cha 173 429 655 148 302 008 008 096 125 161 i18task 149 140 135 812 038 -.060 008 050 188 -.008 i38task -.168 -.031 106 803 187 259 018 -.211 112 083 i19task 139 097 244 728 179 123 096 328 079 -.034 i33task 029 118 416 623 -.147 075 183 -.125 255 139 i23task -.034 245 -.229 528 -.210 -.167 -.039 223 099 424 i8cur 201 210 256 105 847 048 093 053 087 055 i14cur 198 240 329 111 787 047 084 074 098 118 i5cur 405 290 106 024 649 072 -.171 080 204 -.042 i30cur 362 300 179 -.038 582 003 231 096 -.187 120 i35cur 270 422 403 -.033 443 -.058 199 148 166 321 i37com 138 037 -.067 069 -.246 822 -.023 094 087 -.031 i28com 185 036 074 011 172 783 275 157 -.087 036 i42com -.024 -.092 -.172 050 206 633 -.010 097 279 017 i3grade 026 150 101 -.033 176 030 856 043 -.071 159 i11grade 093 036 -.003 279 -.094 091 791 019 083 -.020 i41grade 015 218 428 -.059 106 083 633 059 040 009 i21recog 082 094 -.037 041 -.004 042 -.017 833 -.065 -.053 i39recog -.047 019 088 -.025 133 266 157 804 100 128 i43recog -.344 066 295 131 136 289 -.079 477 -.345 279 i27task 442 -.070 393 308 177 -.100 -.003 446 077 -.031 i4task 114 049 187 217 186 255 -.033 -.095 671 -.085 i7task 022 158 174 372 091 106 -.002 062 606 174 i40task 111 078 235 384 -.021 161 -.032 -.063 559 433 i25task -.181 056 006 532 -.018 -.210 192 129 552 -.133 i32cha 238 -.390 014 -.011 165 -.071 201 062 -.043 713 i1cur 145 132 319 274 351 372 086 018 179 553 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization.a a Rotation converged in iterations 145 APPENDIX 13 RELIABILITY OF THE FINAL MOTIVATION FOR READING QUESTIONNAIRE AND ITS RELATED SCALES The Reading Motivation Questionnaire The Reading Competition Scale Reliability Statistics Reliability Statistics Cronbach's Cronbach's Alpha Alpha N of Items 928 710 40 Reliability Statistics Reliability Statistics Cronbach's Cronbach's N of Items 894 Alpha Reliability Statistics Cronbach's Cronbach's N of Items 921 Alpha 5 The Reading Self-efficacy Scale Reliability Statistics Reliability Statistics Cronbach's Cronbach's N of Items 751 Alpha N of Items 948 The Reading Recognition Scale The Reading Involvement Scale Reliability Statistics Reliability Statistics Cronbach's Cronbach's N of Items 716 N of Items 812 The Reading Grade Scale Alpha The Instrumentalism Scale Reliability Statistics Alpha N of Items 747 The Reading Challenge Scale Alpha The Reading Importance Scale The Reading Curiosity Scale Alpha N of Items Alpha N of Items 919 146 APPENDIX 14 RELIABILITY OF THE SELF-EVALUATION SCALES Case Processing Summary N Cases Valid Excludeda Total % 43 100.0 0 43 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 954 24 147 APPENDIX 15 THE OVERALL SCORES OBTAINED BY THE STUDENTS ON THE READING COMPREHENSION PRE-POST-TESTS EXPERIMENTIAL GROUP (N = 43) PRE-TEST CONTROL GROUP (N = 49) POST-TEST PRE-TEST POST-TEST NO T S NO T S NO T S NO T S NO T S NO T S NO T.S NO T S E1 E2 E3 E4 E5 E6 E6 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 E25 23 12 15 12 13 16 14 13 11 17 13 15 11 18 19 12 14 27 14 13 16 18 13 19 21 E26 E27 E28 E29 E30 E31 E32 E33 E34 E35 E36 E37 E38 E39 E40 E41 E42 E43 15 16 29 18 17 16 15 12 14 10 13 18 20 13 15 17 13 E1 E2 E3 E4 E5 E6 E6 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 E25 32 23 22 16 22 23 20 24 22 26 27 18 25 19 21 18 19 33 18 19 22 24 22 23 28 E26 E27 E28 E29 E30 E31 E32 E33 E34 E35 E36 E37 E38 E39 E40 E41 E42 E43 23 24 30 21 19 21 26 15 20 15 18 18 23 14 13 16 19 15 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 14 19 24 13 16 16 10 24 20 11 13 12 10 11 13 17 13 12 14 11 19 13 10 22 C26 C27 C28 C29 C30 C31 C32 C33 C34 C35 C36 C37 C38 C39 C40 C41 C42 C43 C44 C45 C46 C47 C48 C49 15 22 12 18 14 18 28 13 14 12 16 13 15 15 13 16 15 23 19 16 18 14 21 13 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 16 19 16 16 10 17 18 28 27 13 14 17 20 11 17 14 20 19 15 18 13 12 13 13 24 C26 C27 C28 C29 C30 C31 C32 C33 C34 C35 C36 C37 C38 C39 C40 C41 C42 C43 C44 C45 C46 C47 C48 C49 23 24 17 19 17 18 30 18 16 14 13 16 15 14 15 22 15 25 21 19 17 14 14 19 148 APPENDIX 16 THE MEAN SCORES OBTAINED ON THE READING MOTIVATION PRE-POST-QUESTIONNAIRES AND THEIR REALTED SCALES EXPERIMENTIAL GROUP (N = 43) NO E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 E25 E26 E27 E28 E29 E30 E31 E32 E33 Cur 2.4 2.0 4.0 3.2 2.2 4.2 3.2 4.0 3.2 2.0 2.8 4.2 4.4 4.2 3.4 4.6 1.6 3.4 4.4 4.6 2.2 4.2 3.8 4.6 3.4 3.6 3.2 4.6 3.6 4.0 5.2 4.4 5.4 Cha 3.0 3.0 4.2 3.8 3.0 4.8 2.8 4.4 4.6 2.4 3.6 4.2 5.2 4.0 3.4 3.6 1.8 3.4 4.4 3.6 2.4 4.0 4.0 4.4 5.0 3.8 2.4 5.0 3.6 4.0 5.2 5.4 3.8 Gra 2.7 2.3 1.3 3.3 3.7 3.7 3.3 4.0 3.3 2.7 2.7 2.7 4.7 4.0 4.3 3.3 3.3 3.3 3.3 4.0 3.3 3.3 2.7 2.3 3.3 3.7 4.0 4.0 3.7 2.3 5.0 4.3 4.0 PRE-QUESTIONNAIRE Recog Com Imp Ins 2.3 2.3 3.3 2.4 2.7 3.3 3.0 2.2 4.3 4.0 4.3 3.4 3.3 2.3 2.8 1.8 1.3 2.3 3.3 2.6 3.0 3.3 3.3 4.2 2.7 1.7 3.0 2.2 2.7 3.7 4.3 4.0 3.3 2.3 3.5 2.6 2.7 3.3 5.3 5.2 2.3 2.3 4.0 3.4 3.3 2.0 4.0 4.0 4.0 1.3 3.8 3.4 3.7 2.7 3.0 2.6 4.7 2.3 3.3 3.0 4.0 3.7 3.8 2.6 3.7 2.7 3.5 2.4 2.7 2.7 4.3 2.8 4.0 4.0 3.8 3.4 2.3 2.0 4.0 3.4 3.7 5.0 3.3 2.0 3.3 3.0 4.0 2.4 3.0 4.0 3.8 2.2 2.7 3.7 3.8 3.0 3.3 2.3 2.8 2.8 3.0 4.0 3.5 3.6 2.7 3.3 3.0 2.6 3.3 4.7 4.3 2.8 3.3 3.0 3.3 2.8 3.0 2.7 4.5 3.2 3.3 3.3 4.0 4.6 4.7 4.0 3.5 4.4 3.0 4.0 3.8 2.0 149 Self 2.6 2.1 3.4 3.0 1.4 3.0 2.3 5.1 3.0 2.4 3.3 3.7 2.9 4.7 4.0 2.9 1.3 3.0 4.4 3.7 2.9 4.1 4.0 5.1 3.3 3.7 2.7 4.7 3.7 4.0 2.7 2.3 3.4 Inv Total M.S 2.8 2.7 2.2 2.5 2.2 3.5 3.6 3.0 1.8 2.3 3.4 3.7 3.6 2.8 4.4 4.2 4.0 3.4 2.2 3.1 4.0 3.3 3.2 3.6 3.0 3.6 3.4 3.7 2.6 3.4 3.6 3.5 2.4 2.3 3.0 3.2 2.8 3.9 2.6 3.5 2.2 2.8 3.4 3.6 3.0 3.4 3.8 3.9 1.6 3.1 3.2 3.6 2.0 2.8 3.0 4.1 3.4 3.4 3.0 3.5 4.0 4.1 5.0 4.1 3.6 3.7 E34 E35 E36 E37 E38 E39 E40 E41 E42 E43 NO E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 E25 E26 E27 E28 E29 3.8 3.4 4.4 3.8 2.8 2.8 4.2 3.4 4.8 4.8 Cur 3.4 3.4 4.4 3.2 3.8 4.2 3.2 4.0 3.2 3.0 3.8 4.2 4.4 4.2 3.4 4.6 3.6 4.0 4.4 4.6 3.8 4.2 3.8 4.6 3.4 5.2 4.2 4.6 4.2 4.4 3.0 3.6 3.4 2.0 2.6 3.4 3.4 4.8 5.2 Cha 5.2 4.0 4.4 3.8 4.4 4.8 2.8 4.4 4.6 3.2 3.6 5.0 5.2 4.0 3.4 3.6 3.4 3.4 4.4 3.6 3.2 4.0 4.0 4.4 5.0 3.8 2.4 5.0 4.8 2.7 2.7 2.7 3.3 2.0 1.7 3.0 3.3 3.7 4.3 Gra 3.3 4.7 4.0 4.3 3.3 3.3 3.3 4.7 4.0 4.3 3.3 3.3 3.3 3.0 4.3 3.3 3.3 3.3 3.3 4.0 3.7 3.3 3.7 3.0 3.3 3.7 4.0 4.0 4.3 3.3 2.3 3.3 4.3 2.7 2.3 2.7 4.3 4.7 3.7 2.3 3.3 2.3 3.7 3.0 2.0 3.7 4.3 4.0 3.0 3.2 2.2 3.4 3.2 2.0 3.2 2.6 3.0 3.8 3.6 2.6 4.6 3.3 3.9 2.0 2.6 3.4 3.0 4.6 5.1 POST-QUESTIONNAIRE Recog Com Imp Ins 3.3 2.7 5.0 3.8 2.3 2.3 3.5 3.0 2.0 2.7 4.5 3.4 1.3 2.3 3.5 2.8 2.7 3.0 3.3 3.4 2.3 2.0 3.8 3.4 3.7 2.7 3.0 3.0 2.7 2.3 3.8 3.6 2.7 2.7 3.5 3.6 3.3 2.3 5.3 4.6 2.0 3.7 4.0 3.6 5.0 2.7 4.0 4.0 3.0 2.7 3.8 3.4 4.0 3.3 4.0 3.0 3.7 4.0 3.8 3.2 2.3 2.7 4.0 3.4 4.0 2.7 3.8 3.4 3.3 2.7 3.8 3.0 4.7 3.3 4.5 3.8 3.7 3.7 4.5 3.4 2.7 3.7 3.5 3.2 3.0 2.7 4.3 3.4 3.7 2.7 3.5 3.2 4.0 4.0 3.5 3.0 2.7 3.3 4.3 3.6 3.3 3.0 3.5 3.6 2.3 3.3 4.3 3.4 3.7 2.3 3.3 3.2 3.0 3.3 4.0 2.8 Self 4.0 3.4 4.1 4.0 2.7 3.0 2.3 5.1 3.0 3.4 3.3 3.7 4.0 4.7 4.0 2.9 3.4 3.0 4.4 5.0 3.4 4.1 4.0 5.1 3.3 3.7 3.7 4.7 4.9 150 3.8 2.5 3.3 3.0 3.5 3.5 3.5 3.0 3.3 3.8 2.8 3.4 3.6 3.2 1.6 2.8 3.0 2.6 4.6 4.0 3.2 3.2 3.4 3.5 2.3 2.7 3.3 3.3 4.3 4.3 Inv Total M.S 4.4 4.0 3.4 3.4 2.6 3.7 4.2 3.4 3.6 3.4 3.4 3.5 3.6 3.0 4.4 4.1 4.0 3.5 3.4 3.7 4.0 3.5 3.2 3.9 3.4 3.8 3.4 3.8 2.6 3.6 3.6 3.4 2.8 3.4 3.0 3.3 2.8 4.0 2.6 4.0 3.4 3.4 3.4 3.7 3.0 3.6 3.8 4.1 3.0 3.6 3.2 3.7 3.0 3.4 3.0 3.9 3.6 4.0 E30 E31 E32 E33 E34 E35 E36 E37 E38 E39 E40 E41 E42 E43 4.0 5.2 4.4 5.4 4.0 3.4 4.4 4.4 3.2 3.6 4.6 3.6 4.8 4.8 3.8 5.2 5.4 3.8 4.4 3.0 3.6 3.4 3.6 3.6 3.4 3.4 4.8 5.2 3.0 5.0 4.3 4.0 4.0 3.0 3.7 3.3 2.7 3.3 3.0 3.3 3.7 4.3 2.7 4.0 4.3 3.7 3.3 2.3 3.3 4.3 2.7 2.3 2.7 4.3 4.7 3.7 3.0 3.3 3.7 3.3 3.7 2.7 2.3 2.3 2.7 2.7 3.3 4.3 4.0 3.0 3.3 3.8 5.0 3.8 4.0 3.3 3.3 4.5 4.0 3.8 3.5 4.0 3.8 4.3 3.0 3.8 3.8 2.8 3.2 3.8 3.2 4.2 3.6 3.6 3.6 3.0 3.8 3.6 4.0 3.7 3.4 3.4 3.1 4.6 3.3 3.9 3.6 2.6 3.4 3.0 4.6 5.1 3.0 4.0 5.0 3.6 2.8 3.4 3.6 3.2 3.4 2.8 3.0 2.6 4.6 4.0 3.4 4.2 4.4 3.8 3.6 3.4 3.5 3.8 3.4 3.2 3.5 3.4 4.4 4.4 CONTROL GROUP (N = 49) NO C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 Cur 4.8 4.0 3.6 4.8 4.4 3.4 2.4 4.4 3.2 2.2 4.2 3.2 3.0 3.2 2.0 2.8 4.2 4.4 4.2 3.4 4.6 1.6 4.0 3.6 Cha 4.6 3.6 2.6 3.8 4.8 5.2 4.0 4.4 3.8 3.0 4.8 2.8 3.6 4.6 2.4 3.6 5.0 5.2 4.0 3.4 3.6 1.8 3.4 3.6 Gra 2.7 4.3 2.0 2.7 4.7 3.0 2.3 1.3 3.3 3.7 3.7 3.3 3.3 3.3 2.7 2.7 2.3 4.7 4.0 4.3 3.3 3.3 3.3 3.0 PRE-QUESTIONNAIRE Recog Com Imp Ins 2.7 2.3 3.3 2.6 5.7 5.3 4.0 4.0 4.3 3.3 3.3 3.2 3.0 2.0 3.8 2.4 2.7 4.3 5.0 3.8 2.3 2.3 5.0 3.8 3.0 3.7 3.3 2.4 4.3 4.0 4.5 3.4 3.3 2.3 2.8 1.8 1.3 2.3 3.3 2.6 3.0 3.3 3.3 4.2 2.7 1.7 3.0 2.2 2.3 3.0 3.8 3.0 3.3 2.3 3.5 2.6 2.7 3.3 5.3 5.2 2.7 2.3 4.0 3.4 3.3 2.0 4.0 4.0 4.0 1.3 3.8 3.4 3.7 2.7 3.0 2.6 4.7 2.3 3.3 3.0 4.0 3.7 3.8 2.6 3.7 2.7 3.5 2.4 2.7 2.7 4.3 2.8 3.7 3.3 3.8 3.4 151 Self 4.1 3.1 1.9 2.4 3.4 3.4 2.1 4.1 3.0 1.4 3.0 2.3 3.7 3.0 2.4 3.3 3.7 2.9 4.7 4.0 2.9 1.3 3.0 3.1 Inv Total M.S 2.6 3.5 3.6 4.0 2.2 2.8 5.2 3.4 3.8 4.1 3.8 3.7 2.2 2.8 2.2 3.7 3.6 3.0 1.8 2.3 3.4 3.7 3.6 2.8 3.4 3.3 4.0 3.4 2.2 3.1 4.0 3.3 3.2 3.7 3.0 3.6 3.4 3.7 2.6 3.4 3.6 3.5 1.0 2.2 3.0 3.3 2.8 3.4 C25 C26 C27 C28 C29 C30 C31 C32 C33 C34 C35 C36 C37 C38 C39 C40 C41 C42 C43 C44 C45 C46 C47 C48 C49 NO C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 4.4 2.2 4.0 3.6 4.0 3.4 3.6 3.2 4.6 4.0 3.8 5.0 4.4 5.4 3.8 3.4 4.4 3.8 2.8 2.8 3.8 3.4 4.2 4.0 3.6 Cur 4.2 3.2 4.0 3.2 3.8 3.2 4.2 4.4 4.2 3.8 4.2 3.2 4.0 3.2 3.6 2.4 4.0 4.0 4.2 5.0 3.8 2.4 5.0 4.8 4.0 4.2 5.4 3.8 4.4 3.0 3.6 3.4 2.0 2.6 3.2 3.4 3.4 3.4 3.6 Cha 4.8 2.8 4.4 4.6 3.8 3.6 4.2 5.2 4.0 3.6 4.8 2.8 4.4 4.6 4.0 3.3 3.3 2.7 2.3 3.3 3.7 4.0 4.0 4.3 2.3 4.3 4.3 4.0 2.7 2.7 2.7 3.3 2.0 1.7 4.0 3.3 2.7 3.3 2.7 Gra 3.7 3.3 4.0 3.3 3.0 2.7 2.7 4.7 4.0 3.7 3.7 3.3 4.0 3.3 2.3 3.7 3.3 3.0 2.7 3.3 3.0 2.7 3.3 3.3 3.0 3.3 4.7 3.0 3.3 2.3 3.3 4.3 2.7 2.3 3.7 4.3 3.0 3.3 2.7 2.0 5.0 3.0 4.0 3.7 2.3 4.0 3.3 4.7 3.7 2.7 3.3 4.0 4.0 2.3 3.3 2.3 3.7 3.0 2.0 4.0 4.3 3.7 2.7 2.3 3.4 2.0 2.4 2.2 3.0 2.8 3.6 2.6 2.8 3.2 3.2 4.0 4.4 2.0 3.2 2.2 3.4 3.2 2.0 3.2 2.6 3.0 3.6 3.2 2.6 5.0 2.9 4.1 4.0 5.1 3.3 3.7 2.7 4.7 4.9 4.0 2.7 2.3 3.4 2.6 4.6 3.3 3.9 2.0 2.6 3.4 3.0 4.3 4.0 3.4 POST-QUESTIONNAIRE Recog Com Imp Ins 3.0 3.3 3.3 4.2 2.7 1.7 3.0 2.2 2.7 3.7 4.3 4.0 3.3 2.3 3.5 2.6 2.7 3.3 5.5 5.0 2.3 2.3 4.0 3.4 3.3 2.0 4.0 4.0 4.0 1.7 3.8 3.4 3.7 2.7 3.0 2.6 2.0 2.3 3.3 2.6 3.0 3.3 3.3 4.2 2.7 1.7 3.0 2.2 2.7 3.7 4.3 4.0 3.3 2.3 3.5 2.6 Self 3.0 2.3 5.1 3.0 3.9 3.3 3.7 2.9 4.7 1.4 3.0 2.3 5.1 3.0 152 4.0 3.3 4.0 3.8 3.8 3.3 4.5 3.0 4.3 3.8 5.0 4.5 5.3 3.8 3.8 2.5 3.3 3.3 3.5 3.5 3.5 3.0 3.3 3.3 3.3 2.6 2.2 3.4 3.0 3.8 1.6 3.2 2.0 3.0 3.6 3.0 4.0 5.0 3.6 2.8 3.4 3.6 3.2 1.6 2.8 3.0 2.6 4.6 3.4 2.6 3.7 2.8 3.6 3.4 3.8 3.2 3.7 2.8 4.1 4.0 3.6 3.9 4.3 3.7 3.2 3.2 3.4 3.6 2.3 2.7 3.4 3.3 3.8 3.5 3.1 Inv Total M.S 3.4 3.7 3.6 2.8 4.4 4.2 4.0 3.4 3.6 3.9 4.0 3.3 3.2 3.6 3.0 3.7 3.4 3.7 1.8 2.7 3.4 3.7 3.6 2.8 4.4 4.2 4.0 3.4 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C29 C30 C31 C32 C33 C34 C35 C36 C37 C38 C39 C40 C41 C42 C43 C44 C45 C46 C47 C48 C49 2.0 2.8 4.2 4.4 4.2 3.4 4.4 5.4 3.8 3.4 4.4 3.8 2.8 2.8 4.2 3.4 4.8 4.8 4.8 4.0 3.6 4.8 4.4 3.4 2.4 4.4 2.4 3.4 4.4 4.6 2.2 4.2 3.8 4.6 3.4 2.4 3.6 5.0 5.2 4.0 3.4 5.4 3.8 4.4 3.0 3.6 3.4 2.0 2.6 3.4 3.4 4.8 5.2 4.6 3.6 2.6 3.8 4.8 5.2 4.0 4.4 1.8 3.4 4.4 3.6 2.4 4.0 4.0 4.4 5.0 3.3 3.3 2.7 3.3 4.0 3.7 3.7 4.0 3.0 2.7 2.7 3.3 2.0 1.7 3.0 3.3 3.7 4.3 2.7 4.3 2.0 2.7 4.7 3.0 2.3 1.3 3.3 3.3 3.3 4.0 3.3 3.3 2.7 2.3 3.3 2.7 2.7 3.3 4.0 3.7 4.7 4.7 3.0 3.3 2.3 3.3 4.3 2.7 2.3 2.7 4.3 4.7 3.7 2.7 5.7 4.3 3.0 2.7 2.3 3.0 4.3 3.7 2.7 4.0 2.3 3.7 3.3 3.0 2.7 3.3 3.3 2.3 2.0 1.3 2.7 2.3 4.0 4.0 2.3 3.3 2.3 3.7 3.0 2.0 3.7 4.3 4.0 3.0 2.3 5.3 3.3 2.0 4.3 2.3 3.7 4.0 2.7 2.7 4.0 2.0 5.0 3.0 4.0 3.7 2.3 153 5.3 4.0 4.0 3.8 3.0 3.3 5.3 3.8 3.8 2.5 3.3 3.3 3.5 3.5 3.5 3.0 3.5 4.3 3.3 4.0 3.3 3.8 5.0 5.0 3.3 4.5 3.3 4.3 3.8 4.0 3.3 4.0 3.8 3.8 3.3 5.2 3.4 4.0 3.4 2.6 3.0 4.4 2.0 3.2 2.2 3.4 3.2 2.0 3.2 2.6 3.0 3.8 3.6 2.6 4.0 3.2 2.4 3.8 3.8 2.4 3.4 3.4 2.8 3.4 3.4 2.0 2.4 2.2 3.0 2.8 2.4 3.3 3.7 2.9 4.7 4.0 2.3 3.4 2.6 4.6 3.3 3.9 2.0 2.6 3.4 3.0 4.6 5.1 4.1 3.1 1.9 2.4 3.4 3.4 2.1 4.1 2.7 3.0 4.4 3.7 2.9 4.1 4.0 5.1 3.3 2.2 4.0 3.2 3.0 3.4 2.6 5.0 3.6 2.8 3.4 3.6 3.2 1.6 2.8 3.0 2.6 4.6 4.0 2.6 3.6 2.2 5.2 3.8 3.8 2.2 2.2 2.4 3.0 2.8 2.6 2.2 3.4 3.0 3.8 1.6 3.1 3.3 3.7 3.5 3.7 3.4 4.3 3.7 3.3 3.2 3.4 3.6 2.3 2.7 3.3 3.3 4.3 4.4 3.5 4.0 2.8 3.4 4.1 3.7 2.8 3.7 2.8 3.2 3.9 3.5 2.8 3.6 3.4 3.9 3.2 APPENDIX 17 THE MEAN SCORES OBTAINED ON THE OVERALL SCALE OF SELFREGULATED READING BY THE STUDENTS IN THE EXPERIMENTAL GROUP NO WEEK WEEK E1 2.5 E2 WEEK 11 NO WEEK WEEK WEEK 11 3.7 4.5 E23 1.9 3.6 4.2 2.5 4.1 4.3 E24 3.2 3.8 4.3 E3 2.3 3.4 4.5 E25 3.6 4.2 4.2 E4 2.5 3.2 4.0 E26 3.3 4.2 4.3 E5 3.5 4.0 4.1 E27 3.4 4.0 4.1 E6 2.9 3.6 4.1 E28 3.7 3.8 4.0 E7 2.2 3.1 3.7 E29 2.5 3.6 3.8 E8 3.7 4.5 4.6 E30 3.3 4.2 4.5 E9 2.6 3.6 4.0 E31 2.3 3.9 4.1 E10 3.8 4.4 4.4 E32 3.1 4.1 4.1 E11 3.4 4.2 4.3 E33 2.4 4.3 4.2 E12 2.1 3.1 4.3 E34 3.8 4.9 4.8 E13 3.2 4.0 4.2 E35 2.7 3.9 4.2 E14 3.1 4.1 4.3 E36 3.4 3.5 4.1 E15 2.9 3.6 4.1 E37 3.7 3.8 4.1 E16 2.8 3.9 4.3 E38 2.8 4.4 4.8 E17 2.2 3.3 4.1 E39 3.0 3.5 4.0 E18 3.5 4.4 4.1 E40 3.3 4.2 4.4 E19 2.8 4.0 4.2 E41 4.2 4.6 4.7 E20 3.1 4.5 4.6 E42 3.3 4.2 4.4 E21 3.8 4.3 4.6 E43 3.1 4.3 4.4 E22 3.0 4.1 4.3 154 ... instruction on EFL students? ?? reading comprehension and motivation for reading Additionally, the study also investigated the students? ?? reflections on their use of selfregulated reading strategies. .. consisting of the reading comprehension pre- and post-tests, the questionnaires about students? ?? motivation for reading and the students? ?? self- evaluation on the reading process The quantitative data... instruction to enhance students? ?? attitudes and motivation toward reading, and (4) self- regulated reading strategy instruction In the last trend, self- regulated reading emerges as a synthesis of cognitive