The Role of Reading Strategies and Beliefs in Second Language Reading Comprehension

다국어 초록 (Multilingual Abstract)

The study examines EFL learners’ strategy use and beliefs in reading comprehension at the university level in Korea. Ninety undergraduate students taking a reading course were asked to take a TOEFL reading test and to complete a questionnaire on the first day of instruction. Five composite variables were extracted through factor analyses; (1) Self-efficacy in Reading; (2) Metacognitive Reading Strategies; (3) Bottom-up Cognitive Reading Strategies; (4) Reading as Translation; and (5) Silent Reading. Multivariate analyses of variance followed by Tukey’s post-hoc procedures revealed that Self-efficacy beliefs, Reading as Translation and Silent Reading were significant factors determining students’ levels of reading proficiency. Multiple regression analyses further indicated that the variable of Self-efficacy in Reading may be considered the best predictor for students’ reading proficiency, with the moderate account by the second composite variable of students’ use of Silent Reading technique. In conclusion, the present study added a portion of evidence to the interactive relationship between reading strategies, self-efficacy and L2 reading proficiency suggested in the previous research. Based on the findings, the implications and suggestions were provided.

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