Abstract
With the present upsurge in online reading due to the increase/predominance of online teaching and learning, research in students online learning has gained prominence. However, although self-efficacy is an important influencer on learners’ reading practices and reading achievements, learners’ online reading in relation to self-efficacy has hardly been researched. The paper investigates how learners perceive their reading self-efficacy in relation to both online and print reading. Questionnaires and interviews were used to collect data on learners’ opinions of their self-efficacy in these two modes. The questionnaires were analysed quantitatively, and the interviews were analysed through content analysis. The results showed that although in general learners had low reading self-efficacy, learners had lower self-efficacy in relation to online reading in comparison to print reading. Recommendations are made to utilise strategies to increase learners’ reading self-efficacy, in particular their self-efficacy for online reading.
Presenters
Naomi BoakyeFaculty, Unit for Academic Literacy, University of Pretoria, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
READING SELF-EFFICACY, LEARNERS, ACADEMIC PERFORMANCE, ONLINE READING, PRINT READING
