Abstract:
The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, they were asked to respond to the two questionnaires of MARSI (Metacognitive Awareness of Reading Strategies Inventory), and RSEQ (Reading Self-Efficacy Questionnaire). To analyze the data, multiple regression analyses and correlation procedures were used. The results revealed a significant relationship between the use of reading strategies and reading comprehension. Also, a significant relationship was found between the use of reading strategies and reading self-efficacy. Moreover, the findings showed a positive relationship between reading self-efficacy and reading comprehension of Iranian EFL learners. The results of this study may have implications for teachers, learners, and materials developers.
Machine summary:
In recent years, a number of studies have been conducted to investigate the effects of metacognitive reading strategies, and reading self-efficacy on reading comprehension (Anastasiou & Griva, 2009; Keskin, 2014; Li & Wang, 2010; Mahmoudi, 2014; Naseri & Zaferanieh, 2012; Shang, 2010).
Reading is a kind of problem-solving activity which requires effort, planning, self-monitoring, and the use of strategies (Rastakhiz & Roudgar Safari, 2014).
Shang (2010) investigated the relationship between the use of three types of reading strategies (cognitive, metacognitive, compensation strategies), reading self-efficacy, and English reading comprehension with 53 Taiwanese learners.
To investigate the relationships among reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners, Naseri and Zaferanieh (2012) carried out a study with 80 EFL students.
In another study, Salehi and Khalaji (2014) investigated the relationship between Iranian EFL learners’ self-efficacy and reading comprehension performance.
The results indicated a positive relationship between reading self-efficacy beliefs and reading comprehension of Iranian EFL learners.
Results suggested that self-efficacy had a positive effect on Iranian EFL learner’s reading comprehension ability at pre-intermediate level.
Another finding of this study was that there is a significant relationship between reading comprehension and reading self-efficacy of EFL learners.
To sum up, the findings showed that metacognitive reading strategies can be predictors of reading self-efficacy and reading comprehension of Iranian EFL learners.
The relationship between reading self- efficacy beliefs, reading strategy use and reading comprehension level of Iranian EFL learners.