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〈Articles〉 The Utility of Reading Strategies and Its Connection to Reading Self-Efficacy
https://kindai.repo.nii.ac.jp/records/18235
https://kindai.repo.nii.ac.jp/records/1823542e0c62b-ae0b-4021-a6af-88eaf04ae227
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AA1196034X-20160731-0023.pdf (845.3 kB)
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| Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2016-12-12 | |||||||
| タイトル | ||||||||
| タイトル | 〈Articles〉 The Utility of Reading Strategies and Its Connection to Reading Self-Efficacy | |||||||
| 言語 | en | |||||||
| 著者 |
Burrows, Lance
× Burrows, Lance
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| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題 | reading strategies, self-efficacy, questionnaire | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 所属 | ||||||||
| 値 | 近畿大学経済学部; 准教授 | |||||||
| 著者所属(翻訳) | ||||||||
| 値 | Kindai University | |||||||
| 版 | ||||||||
| 出版タイプ | NA | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_be7fb7dd8ff6fe43 | |||||||
| 出版者 名前 | ||||||||
| 出版者 | 近畿大学経済学会 | |||||||
| 書誌情報 |
生駒経済論叢 en : Ikoma Journal of Economics 巻 14, 号 1, p. 23-42, 発行日 2016-07-31 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 13488686 | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | [Abstract] Self-efficacy is the expectation that one can successfully complete a particular task within a specific domain. Although it has been used to predict human behavior in several different contexts, e.g., educational psychology and medicine, it has not been widely utilized in second language research. There has been some promising research that has shown preliminarily that reading strategy intervention may help promote higher levels of reading self-efficacy. But the studies that have been used for this research did not account for the students’ view of reading strategies and how that sentiment might aid or detract from the learners’ level of reading self-efficacy. In this study, 322 Japanese, university students participated in a reading treatment of either extensive reading, reading strategy intervention, a combination of the two (reading strategies and ER), or a comparison group which was conducted largely using intensive reading techniques in the classroom. Students were given a survey to gauge their level of reading self-efficacy and a questionnaire to ascertain what level of utility the learners assigned reading strategies. It was found that there was no significant difference between the utility of reading strategies and resulting reading self-efficacy. | |||||||
| フォーマット | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | application/pdf | |||||||
