Title: Promoting perceived English reading self-efficacy of underserved students using an out-of-class extensive reading module
Authors: Chanisara Tangkijmongkol; Punchalee Wasanasomsithi
Addresses: English as an International Language Program, Chulalongkorn University Language Institute, Chulalongkorn University, Bangkok, Thailand ' English as an International Language Program, Chulalongkorn University Language Institute, Chulalongkorn University, Bangkok, Thailand
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.
International Journal of Innovation and Learning, 2022 Vol.32 No.2, pp.164 - 182
Received: 19 May 2021
Accepted: 16 Jun 2021
Published online: 23 Aug 2022 *