EFFECTS OF SELF-EFFICACY AND SOCIAL PERSUASION ON ENGLISH READING SKILLS: A CASE STUDY OF INTERMEDIATE LEVEL STUDENTS

Keywords:

self-efficacy sources; reading comprehension; qualitative inquiry; L2 reading; reading skills

Abstract

This research work aims to study the effects of self-efficacy and social persuasion on perceived reading skills of intermediate level students of colleges in Chiniot, Pakistan. This research work utilizes its conceptual framework from Bandura’s (1994) concept of self-efficacy and applies it to 175 intermediate students. Overall, the study used quantitative approach. A questionnaire was designed which included items related to the concepts of reading skill, self-efficacy and social persuasion. The data was analyzed by using SPSS. To see the influence of self-efficacy and social persuasion on reading skill, Pearson’s correlation and regression analysis were applied. The results indicate that majority of students understand that it is essential to have proficiency in English reading skills to master English language. Their self-efficacious beliefs, perceived reading proficiency and social persuasion also seem interrelated. The results also revealed that both social persuasion and selfefficacious beliefs strongly influence reading skills. Between these factors, self-efficacious beliefs are
more influential in strengthening reading skills of young learners. The study suggests that teachers should encourage their students and make them realize that they are capable enough to perform the assigned tasks of reading.

Published

2022-11-06

How to Cite

EFFECTS OF SELF-EFFICACY AND SOCIAL PERSUASION ON ENGLISH READING SKILLS: A CASE STUDY OF INTERMEDIATE LEVEL STUDENTS. (2022). Pakistan Journal of Society, Education and Language (PJSEL), 9(1), 80-91. Retrieved from https://pjsel.jehanf.com/index.php/journal/article/view/918