Business and Economics Students’ Self-Reports on Academic Reading in English as L2: A Factor Analysis

Abstract Adequate reading behaviour is vital for text comprehension across fields. In today’s professional environment, a well-developed skill also expected in English as second language (EL2), which happens already college, although transition to college-level may be difficult even the first language. It therefore useful analyse students’ use of strategies facilitate their academic progress. This study investigates junior students business/economics when texts EL2. We conducted an exploratory factor analysis (N=134) 45-item questionnaire about awareness and confidence (i.e. self-perceived competence retelling). The majority items were based on self-reports found literature (Kolić-Vehovec, Bajšanski, 2001; Mokhtari, Reichard, 2002; Taraban, Kerr, Rynearson, 2004) several added (e.g. questions related note taking). Five factors interpretable: four Metacognitive Awareness Reading Strategies (Repeated Reading, Monitoring/Regulation, Note Taking Elaboration) fifth covering retelling (Reading Confidence). Internal consistency indicated by standardized Cronbach’s alphas 0.83 Reading), 0.80 (Monitoring Regulation), 0.77 (Note Taking), 0.63 (Elaboration) 0.75 Three positively correlated with each other Monitoring/Regulation Elaboration), while negative correlation was between Confidence. results provide valuable information patterns student baseline further L2 college.