Self-Efficacy, Metacognitive Self-Regulation Strategy Use, and L2 English Reading Skills

Abstract

This study examines relationships between self-efficacy, metacognitive self- regulation strategies, and L2 English reading skills development. It proposes a model combining self-regulation, motivation, academic success, self-determination theory, and social cognitive theory. While many studies in educational psychology show that self- efficacy predicts self-regulation strategy use, which in turn influences academic success, few studies investigate such links in L2 learning. Data were collected from English majors at a Japanese university using a questionnaire measuring self-efficacy, metacognitive self- regulation strategies, and scores on the TOEFL’s reading section. The data were analyzed employing structural equation modeling to highlight relationships between these variables. Results indicate that self-efficacy predicts metacognitive self-regulation strategy use, which in turn influences L2 reading skills. The research aims to improve advanced L2 reading skills since these are essential if Japanese university students are to effectively analyze information from the media, especially the social media, and critically discuss, justify, and if necessary modify their views.