Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

  • Muhammad Waleed Shehzad Department of Science and Humanities, National University of Computer and Emerging Sciences (NUCES), Lahore, Pakistan
  • Ishtiaq Hussain Department of Education and Psychology, Kohat University of Science and Technology, Kohat
  • Amer Akhtar Foundation University Islamabad (FUI), Islamabad
  • Saadia Fatima Foundation University Islamabad (FUI), Islamabad
DOI: https://doi.org/10.35993/ijitl.v7i2.1264

Abstract

The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers.

Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

Author Biographies

Amer Akhtar, Foundation University Islamabad (FUI), Islamabad

Assistant Professor, Department of English

Saadia Fatima, Foundation University Islamabad (FUI), Islamabad

Assistant Professor, Department of English

Published
2021-12-31
Issue
Vol. 7 No. 2 (2021): International Journal of Innovation In Teaching And Learning (IJITL)
Section
Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International