Reading Strategies, Motivation, and Self-efficacy of Chinese EFL College Students

Abstract

English teaching emphasizes refining students’ reading skills, particularly evident in China’s education system where the value of reading is consistently highlighted throughout various stages and exams. However, the existing pedagogical methods aimed at improving reading aptitude have not yielded the expected results. Graduates often fail to meet the professional reading standards required by employers, indicating a significant research gap that needs attention. This study aimed to address this gap by investigating how reading strategies, motivation, and self-efficacy impact English comprehension among college students. Using a descriptive correlational approach, data was collected from 468 non-English major Chinese college students through a survey. The findings revealed that female participants and those with over a decade of experience employed more effective reading strategies and demonstrated higher reading motivation. Additionally, students from the Computer Studies department and those with more than ten years of experience exhibited stronger self-belief. The study showed a highly significant correlation between these three variables, indicating that improved reading tactics are associated with increased reading motivation and self-belief. Moreover, higher motivation levels among students were linked to enhanced self-confidence. In conclusion, the study recommends a reading program to enhance the reading comprehension of college students learning English as a foreign language.