QUESTIONNAIRE ABOUT ENGLISH READING SELF-EFFICACY AND USE OF METACOGNITIVE READING STRATEGIES
(ENGLISH VERSION)
Dear valued participants,
My name is Tran Thanh Nga. I am a graduate student at Ho Chi Minh City University of Social Sciences and Humanities. For my project, I am conducting a study entitled English reading self-efficacy and its relation to use of metacognitive reading strategies among Vietnamese EFL learners.
I am inviting you to participate in this research by completing a questionnaire. The questionnaire will require approximately 20 minutes to complete. In the questionnaire, there are no right or wrong answers. Your answers should be the ones that are right for you. Feedback will be used for research purposes only.
If you choose to participate in this project, please answer all questions as honestly as possible.
Thank you very much for taking the time to assist me in my educational endeavors.
Faithfully yours, Tran Thanh Nga
119
Part A: Personal information
Gender: Male Female
Falcuty: History Literature Physics
Chemistry Technology
Part B: English reading self-efficacy (in both reading for academic and entertainment purposes)
Read each item and circle the number (1, 2, 3, 4, or 5) that applies to you using the following scale:
• 1 means “Strongly Disagree”
• 2 means “Disagree”
• 3 means “Undecided”
• 4 means “Agree”
• 5 means “Strongly Agree”
ITEMS SCALE
READING SKILLS SELF-EFFICACY 1. While reading in English, I can understand all
words of the content. 1 2 3 4 5
2. While reading in English, I can find important
information in the article. 1 2 3 4 5
3. While reading in English, I can work out the
meaning of unknown words. 1 2 3 4 5
4. While reading in English, I can recognize the
ideas explained in the article. 1 2 3 4 5
5. While reading in English, I can make predictions
about what I am reading. 1 2 3 4 5
6. While reading in English, I can break big words
into smaller parts (e.g., prefixes and suffixes). 1 2 3 4 5 READING TEST SELF-EFFICACY
1. I think that I can get high scores on the important
English reading test. 1 2 3 4 5
2. I am confident about my English reading
comprehension ability. 1 2 3 4 5
120
3. I believe I will become a good English reader. 1 2 3 4 5 READING SELF-EFFICACY FOR REGULATION
1. I can get back on the track with my English
reading if I am distracted. 1 2 3 4 5
2. I can focus all my concentration on the reading
content when I read in English. 1 2 3 4 5
3. While reading in English, I can check whether I
understand what I have read. 1 2 3 4 5
4. I can get help with my English reading when I
need it. 1 2 3 4 5
5. I can finish my English reading assignment
on time. 1 2 3 4 5
GENERAL READING SELF-EFFICACY
1. I feel upset as soon as I begin to read in English. 1 2 3 4 5 2. I feel overwhelmed when I think about having to
read in English. 1 2 3 4 5
3. I believe I am successful at English reading
in class. 1 2 3 4 5
4. Seeing students who are better than me in English reading motivates me to be a better reader.
1 2 3 4 5
5. Seeing others who are good at English reading
motivates me to be a better reader. 1 2 3 4 5
6. When I see how others read, I can read in the
same way. 1 2 3 4 5
7. I can improve my reading comprehension
abilities by practicing every day. 1 2 3 4 5
8. I imagine that I can read difficult English articles
successfully. 1 2 3 4 5
9. My English teacher believes that I am good at
reading in English. 1 2 3 4 5
10. In the reading class, I am willing to answer the
questions posed by teachers. 1 2 3 4 5
11. In English reading, I try to do better than I have
done before. 1 2 3 4 5
121
Part C: Use of Metacognitive Reading Strategies (in both reading for academic and entertainment purposes)
Read each item and circle the number (1, 2, 3, 4, or 5) that applies to you using the following scale:
• 1 means “I never or almost never do this.”
• 2 means “I do this only occasionally.”
• 3 means “I sometimes do this” (about 50% of the time).
• 4 means “I usually do this.”
• 5 means “I always or almost always do this.”
ITEMS SCALE
ADVANCE ORGANIZERS STRATEGIES 1. Before reading in English, I will think about the
reading purposes (e.g., to improve reading comprehension, to obtain information, and to pass time).
1 2 3 4 5
2. I will select reading materials which is suitable for my reading proficiency and in accordance with my reading purpose.
1 2 3 4 5
3. I will use different types of reading methods
when I read different kinds of passages. 1 2 3 4 5 4. I will make reading plans (e.g., to specify the
number of reading materials or the reading time in a period).
1 2 3 4 5
SELECTIVE ATTENTION TRATEGIES 1. I will scan the structure of the passage before
reading it. 1 2 3 4 5
2. While reading, I will link former background
knowledge with the content of the passage. 1 2 3 4 5 3. While reading, I will pay attention to the topic
sentence of each paragraph to guess the general idea of the passage.
1 2 3 4 5
4. While reading, I will highlight the important
points by underling or making marks. 1 2 3 4 5 5. While reading, I will refer to the notes in the
passage to help myself understand the content. 1 2 3 4 5
122 6. While reading, I will pay attention to those
important signal words to analyze the logical relations among sentences.
1 2 3 4 5
7. Before reading, I will predict the content of the passage through the title.
MONITORING STRATEGIES
1. While reading, I will check whether I understand
what I have read. 1 2 3 4 5
2. While reading, I will modify my previous
prediction based on the words that I have already read.
1 2 3 4 5
3. While reading, I will check in time whether my reading strategies used in the reading process are proper.
1 2 3 4 5
4. While reading, I will adjust my reading speed
according to the time limit. 1 2 3 4 5
EVALUATING STRATEGIES
1. After reading, I will summarize what I have gained in the reading process and reflect whether I have achieved the reading goals
or not.
1 2 3 4 5
2. After reading, I will check whether the reading methods engaged are beneficial for a better understanding of the passage.
1 2 3 4 5
3. After reading, I will think about my own views
about the passage. 1 2 3 4 5
4. After reading, I will continuously make self- reflection to find out the problems arising in the reading process and discover the weaknesses.
1 2 3 4 5
5. After reading, I will make an evaluation on the
progress I have made in the reading skills. 1 2 3 4 5
THANK YOU VERY MUCH FOR YOUR PARTICIPATION.