A Study On The Relationship Among English Reading Self-efficacy, Meta-cognitive Reading Strategies And English Reading Achievements Of Senior Two Students

Reading is one of the most important language skills in language acquisition.In order to help learners improve their reading achievements,many studies have focused on the factors affecting reading achievements,among which the effects of self-efficacy and meta-cognitive strategies have attracted the attention of many researchers.However,researches on the relationship among reading self-efficacy,meta-cognitive reading strategies and reading achievements are still at the level of pairwise correlation,and few studies have further analyzed the causal and path relationships among them,and even fewer studies have focused on senior high school students.Therefore,based on humanistic theory,affective filter hypothesis and cognitive structure theory,this study takes the Senior Two students from Fuzhou No.4 High School as the research subjects,aiming to study Senior Two students’ level of English reading self-efficacy and frequency of meta-cognitive reading strategies use and the relationship among English reading self-efficacy,meta-cognitive reading strategies and English reading achievements.The data were gathered and analyzed in SPSS 21.0 and the results are as follows:(1)The level of Senior Two students’ English reading self-efficacy and its three dimensions are medium.Among the three dimensions of English reading self-efficacy,the level of effort factor is the highest and that of competence factor is the lowest.(2)The frequency of Senior Two students’ use of meta-cognitive reading strategies and their four categories are medium.Among the four categories of meta-cognitive reading strategies,students use more selective strategies and monitoring strategies than planning strategies and evaluation strategies.(3)Through correlation analysis,regression analysis and path analysis,the following results are obtained on the relationship among English reading self-efficacy,meta-cognitive reading strategies and reading achievements.Firstly,from the perspective of correlation analysis,there is a significant positive correlation among English reading self-efficacy,meta-cognitive reading strategies and English reading achievements.Secondly,theresults of regression analysis show that there is a causal relationship among Senior Two students’ English reading self-efficacy,meta-cognitive reading strategies and English reading achievements.Finally,as far as path analysis is concerned,meta-cognitive reading strategies have directly positive influence on English reading achievements;English reading self-efficacy has directly positive influence on English reading achievements and affects English reading achievements by impacting meta-cognitive reading strategies.This thesis,to some degree,enriches the theories of self-efficacy and meta-cognitive strategies,and the results also have some guiding significance for English teaching.