Promoting perceived English reading self-efficacy of underserved students using an out-of-class extensive reading module

Chanisara Tangkijmongkol and Punchalee Wasanasomsithi

International Journal of Innovation and Learning, 2022, vol. 32, issue 2, 164-182

Abstract: Perceived English reading self-efficacy is one of the essential factors that facilitate development of English language ability as it motivates learners to read and learn. This qualitative study explored the outcomes of the implementation of an out-of-class extensive reading module to enhance perceived English reading self-efficacy of lower secondary students in a slum area in Bangkok, Thailand. The pre- and post-perceived reading self-efficacy tests, reading logs, teacher observation notes, and interview protocols were used to collect data in the study. The findings revealed that out-of-class extensive reading activities could help promote students' perceived reading self-efficacy as it suited the specific characteristics of underserved students and motivated them to read. Thus, the out-of-class extensive reading module could be utilised to enhance perceived reading self-efficacy, which, in turn, could help develop reading ability of underserved students.

Keywords: perceived reading self-efficacy; extensive reading; out-of-class learning; underserved students. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:32:y:2022:i:2:p:164-182

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