The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners

The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship b...

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Main Author:	Shehzad, Muhammad Waleed
Format:	Thesis
Language:	eng eng eng
Published:	2019
Subjects:	LB Theory and practice of education LB2300 Higher Education
Online Access:	https://etd.uum.edu.my/9045/1/s901633_01.pdf https://etd.uum.edu.my/9045/2/s901633_02.pdf https://etd.uum.edu.my/9045/3/s901633_references.docx
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id	my-uum-etd.9045
record_format	uketd_dc
spelling	my-uum-etd.90452022-05-09T08:10:15Z The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners 2019 Shehzad, Muhammad Waleed Hamzah, Mohd Hilmi Mohd Rawian, Rafizah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB Theory and practice of education LB2300 Higher Education The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship between metacognitive reading strategies and reading comprehension using reading self-efficacy as a mediator. This study aimed to identify the hierarchical order of self-efficacy sources and metacognitive reading strategies. Additionally, it intended to determine the level of reading self-efficacy and reading comprehension. Moreover, this study proposed that reading self-efficacy beliefs might mediate the relationship between self-efficacy sources, metacognitive reading strategies, and reading comprehension. The current study employed a mixed-methods correlational research design in which quantitative data using questionnaires was collected by employing proportionate stratified random sampling from 383 Saudi EFL learners. Besides, qualitative data was gathered through semi-structured interviews with six Saudi EFL learners using homogeneous purposeful sampling. Findings indicated that ‘mastery experience’ was the most reported self-efficacy source, whereas ‘physiological state’ was least reported. Furthermore, ‘global strategies’ was the most reported metacognitive reading strategy, in contrast to ‘support strategies’ which was least reported. Additionally, the majority of the students had a higher level of reading self-efficacy. Also, regarding the reading comprehension level, most of the learners were ‘above average’ readers. Reading self-efficacy beliefs mediated the relationship between all the self-efficacy sources and reading comprehension except ‘physiological state’. Moreover, reading self-efficacy beliefs mediated the relationship between metacognitive reading strategies and reading comprehension. The qualitative findings revealed several factors that were responsible for the influence of self-efficacy sources/metacognitive reading strategies on reading comprehension such as the role of teachers, competitive environment, confidence, time constraints, skimming, visualising, and notes-taking. The findings offer several implications for EFL teachers and policy makers which could prove beneficial for EFL learners in terms of increasing their self-efficacy and improving their metacognitive strategies in reading comprehension. 2019 Thesis https://etd.uum.edu.my/9045/ https://etd.uum.edu.my/9045/1/s901633_01.pdf text eng public https://etd.uum.edu.my/9045/2/s901633_02.pdf text eng public https://etd.uum.edu.my/9045/3/s901633_references.docx text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Hamzah, Mohd Hilmi Mohd Rawian, Rafizah
topic	LB Theory and practice of education LB2300 Higher Education
spellingShingle	LB Theory and practice of education LB2300 Higher Education Shehzad, Muhammad Waleed The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
description	The reading comprehension of Saudi learners is generally unsatisfactory when they enroll in universities. However, empirical research on the relationship between self-efficacy sources and reading comprehension is scarce in the EFL context. Furthermore, there is limited research on the relationship between metacognitive reading strategies and reading comprehension using reading self-efficacy as a mediator. This study aimed to identify the hierarchical order of self-efficacy sources and metacognitive reading strategies. Additionally, it intended to determine the level of reading self-efficacy and reading comprehension. Moreover, this study proposed that reading self-efficacy beliefs might mediate the relationship between self-efficacy sources, metacognitive reading strategies, and reading comprehension. The current study employed a mixed-methods correlational research design in which quantitative data using questionnaires was collected by employing proportionate stratified random sampling from 383 Saudi EFL learners. Besides, qualitative data was gathered through semi-structured interviews with six Saudi EFL learners using homogeneous purposeful sampling. Findings indicated that ‘mastery experience’ was the most reported self-efficacy source, whereas ‘physiological state’ was least reported. Furthermore, ‘global strategies’ was the most reported metacognitive reading strategy, in contrast to ‘support strategies’ which was least reported. Additionally, the majority of the students had a higher level of reading self-efficacy. Also, regarding the reading comprehension level, most of the learners were ‘above average’ readers. Reading self-efficacy beliefs mediated the relationship between all the self-efficacy sources and reading comprehension except ‘physiological state’. Moreover, reading self-efficacy beliefs mediated the relationship between metacognitive reading strategies and reading comprehension. The qualitative findings revealed several factors that were responsible for the influence of self-efficacy sources/metacognitive reading strategies on reading comprehension such as the role of teachers, competitive environment, confidence, time constraints, skimming, visualising, and notes-taking. The findings offer several implications for EFL teachers and policy makers which could prove beneficial for EFL learners in terms of increasing their self-efficacy and improving their metacognitive strategies in reading comprehension.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Shehzad, Muhammad Waleed
author_facet	Shehzad, Muhammad Waleed
author_sort	Shehzad, Muhammad Waleed
title	The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_short	The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_full	The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_fullStr	The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_full_unstemmed	The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners
title_sort	roles of self-efficacy and metacognition in reading comprehension among saudi efl learners
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/9045/1/s901633_01.pdf https://etd.uum.edu.my/9045/2/s901633_02.pdf https://etd.uum.edu.my/9045/3/s901633_references.docx
_version_	1747828515662725120

The roles of self-efficacy and metacognition in reading comprehension among Saudi EFL learners

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