Investigating High School Students’ Self-Efficacy in Reading Circles

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Catherine LeBlanc, Kwansei Gakuin University

The purpose of this quasi-experimental longitudinal study is to investigate the effects of EFL reading circles on Japanese high school students’ reading self-efficacy and reading anxiety. The participants (N = 316), first-year students at a Japanese coeducational high school, participated in regular reading circles over the course of one academic year. Quantitative data were collected through questionnaires measuring reading self-efficacy, reading anxiety, and attitudes towards reading circles. A repeated-measures analysis of variance (ANOVA) was performed to evaluate changes in reading self-efficacy and anxiety. Reading self-efficacy was shown to improve significantly over the course of the academic year, while reading anxiety significantly decreased. Reasons for these changes are discussed.


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