Reading Self-Efficacy and Reading Strategies Use in L1 Context

Abstract

 The general objective of this research was to investigate the relationship between reading self-efficacy and reading strategies use in Amharic L1 context. To achieve this objective, seventy-five Amharic major students participated in this study. The participants were selected using a convenient sampling technique. Data were collected using reading self-efficacy and reading strategies questionnaires. The data were analyzed using descriptive statistics and Pearson correlation coefficient. The results of the reading self-efficacy questionnaire showed that students’ reading self-efficacy level was average (3.39). Similarly, the data from the reading strategies questionnaires revealed that most students have appropriate levels of reading strategy use. Finally, there was a statistically significant relationship (P = 0.000) between students’ reading self-efficacy and use of reading strategies. This finding implies that self-efficacious students used significantly more reading strategies than their low self-efficacy counterparts. Hence, the study recommended that instructors take these factors into account while teaching reading skills in the classroom since they have a better knowledge of the connection between students’ reading techniques and their reading selfefficacy.