Learner Beliefs, Self-Regulated Learning Strategies and L2 Academic Reading Comprehension: A Structural Equation Modeling Analysis
نویسندگان
چکیده
This study investigated whether and how university students’ beliefs about the nature of knowledge i.e., epistemological beliefs affected L2 academic reading ability directly and/or indirectly via self-regulated learning strategies. EFL college students (n =196) answered the reading section of a TOEFL test, two parts of Motivated Strategies for Learning Questionnaire and Epistemological Beliefs Inventory. Structural Equation Modeling was conducted to determine which factors influenced L2 academic reading ability. Data analysis revealed that epistemological beliefs had both a direct and an indirect effect on L2 academic reading ability via self-regulated learning strategies. It was also found that metacognitive and resource management strategies influenced cognitive strategies. Likewise, cognitive strategies influenced L2 academic reading ability.
منابع مشابه
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