Study on Influence of Adventure Game on English Reading Confidence, Motive and Self-efficacy

2011 ◽  
pp. 430-434 ◽  
Author(s):  
Hsiu-Min Lu ◽  
Shi-Jer Lou ◽  
Charles Papa ◽  
Chih-Chao Chung
Keyword(s):  
Self Efficacy ◽  
English Reading ◽  
Adventure Game

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge

2015 ◽  
Vol 2015 ◽  
pp. 1-14 ◽  
Author(s):  
Yu-han Ma ◽  
Wen-ying Lin
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Word Association ◽  
Attitude Scale ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Vocabulary Size ◽  
Morphological Knowledge ◽  
Relative Contribution ◽  
English Reading

The present study aimed to investigate the overall and relative contribution of four subcomponents of vocabulary knowledge to reading comprehension. The four vocabulary subcomponents were vocabulary size, word association knowledge, collocation knowledge, and morphological knowledge. The participants were 124 college students from a university in Taipei, Taiwan. Six instruments were employed: (1) a reading comprehension test, (2) a vocabulary size test, (3) a test on word association knowledge and collocation knowledge, (4) a test of morphological knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The results can be summarized as follows. First, after the effects of motivation and self-efficacy have been controlled, the four vocabulary subcomponents altogether contributed significantly (20%) to reading comprehension performance. Moreover, depth of vocabulary knowledge (including word association knowledge, collocation knowledge, and morphological knowledge) provided an additional explained variance (6%) in reading comprehension performance over and above vocabulary size. Finally, among the three subcomponents of depth of vocabulary knowledge, collocation knowledge explained the most proportion of variance (5.6%) in contributing to performance on reading comprehension. Based on these findings, some implications and suggestions for future research were provided.

scholarly journals The Effect of Mobile Learning on Students’ Reading Self-Efficacy: A Case Study of the APP “English Liulishuo”

2020 ◽  
Vol 13 (12) ◽  
pp. 91
Author(s):  
Mengna Liu
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Self Efficacy ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
Reading Performance ◽  
Two Dimensions ◽  
Reading Task ◽  
English Reading ◽  
Basic Reading Skills

A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students’ reading self-efficacy, i.e. whether the use of mobile learning can improve students’ English reading self-efficacy. A questionnaire is employed to collect data from 294 non-English major students in universities. To survey the effect of mobile learning on students’ reading self-efficacy, the data is accessed by the software SPSS 20.0. Results of independent T test demonstrate that for overall students, reading self-efficacy for students who have used the app is significantly different from those who haven’t in overall reading skills and in the four dimensions of reading skills, i.e. basic reading skills, applied reading skills, reading task skills, and advanced reading skills. As for students with relatively better reading performance, the results are consistent. However, for students with relatively weak reading performance, the reading self-efficacy of students who have used the app only shows significant differences in overall reading skills and in the two dimensions of basic reading skills and applied reading skills, but shows no difference in the dimensions of reading task skills and advanced reading skills. Finally, practical suggestions for mobile learning and students’ English reading are given.

Using an Interactive Computer Game to Increase Skill and Self-Efficacy Regarding Safer Sex Negotiation: Field Test Results

1997 ◽  
Vol 24 (1) ◽  
pp. 71-86 ◽  
Author(s):  
Rosalind Thomas ◽  
John Cahill ◽  
Loretta Santilli
Keyword(s):  
New York ◽  
Self Efficacy ◽  
Sense Of Self ◽  
New York State ◽  
Computer Game ◽  
Field Testing ◽  
Educational Interventions ◽  
York State Department ◽  
Adventure Game ◽  
Concept Evaluation

This article describes the development, field testing, and evaluation of an interactive computer program, "Life Challenge," developed by the New York State Department of Health as a tool for enhancing adolescents' sense of self-efficacy in HIV/AIDS prevention programs. The computer kiosks were field tested in 13 sites serving high-risk adolescents. The program uses a time travel adventure game format to provide information and nonthreatening skill practice. Users record and play back their responses as they "negotiate" with their chosen partners. A proof of concept evaluation with analysis of 211 audio responses found that users took negotiating tasks seriously; statistically significant learning gains were achieved on knowledge items and in self-efficacy scores (greatest improvement for those with low baseline self-efficacy levels). Challenges and problems encountered in implementing the project are described, and the potential of using computers for skill practice and educational interventions in health education is explored.

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