Conclusions and Implications
Conclusions and Implications
Conclusions
The review of the literature indicated that
many factors influence students’ self-efficacy. The literature highlighted the importance of direct, teacher-supported
instruction in the use of effective comprehension strategies. The
literature also makes note of the issues that English language learners
face when engaging in reading, and the importance of instructing these
students in the same way that monolingual students are taught, with the
same standards, and the same challenging curriculum.
After extensive reading of scholarly materials related to self-efficacy, comprehension strategies, and the use of comprehension strategies by English language learners, I have concluded that specific comprehension strategy instruction does increase students’ self-efficacy and comprehension. For the population of English language learners, these findings are even more significant because of the difficulties and challenges these learners face. Not only are they charged with learning to read, write, speak and listen in a new language, they are also faced with the challenges of learning a new culture and finding a place for themselves in the new culture. Many teachers report teacher preparation programs focus on instruction, pedagogy, curriculum, and assessment but seem to lack instruction and research into the underlying issue of self-efficacy. While self-efficacy can be discussed and reflected upon, it requires teachers to self-reflect in order to help students also self-reflect on the importance and the value of education.
The instruction of specific comprehension strategies, i.e. summarizing, previewing, visualizing, and questioning, leads to increased comprehension of text as seen by the increase in scores on the DRA, QRI-3, and the Benchmark test. While this list is not an exhaustive one, each of the aforementioned strategies has been researched and identified as effective in teaching comprehension.
The results of the RSPS also
indicate increases in self efficacy for 4 of the 5 participants. While one
participant showed a decrease in one area of self-efficacy (social
feedback), the decrease was small (from high to average).
Implications
In the process of conducting the
research, other factors were identified in dealing with issues of
self-efficacy in students. The factors are highlighted and discussed
below.
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Teacher interaction with students may play a significant role in building and sustaining self-efficacy for students in the classroom. The teacher’s comments, behavior, and interaction with students may lead students to view themselves as capable readers.
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Students' influence on one another may also be a factor which builds self-efficacy in students. Positive peer pressure may lead to students taking an active interest in their education.
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Family members and their views of reading and the importance placed on reading in the home may influence students’ perceptions of school and their motivation to succeed.
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It has been observed that, for students of culturally diverse backgrounds, having a teacher of the same or similar background may also influence student self-efficacy in class. Even a rudimentary knowledge of the student's language and a knowledge of the country of origin allows the teacher to have a better understanding and greater empathy for the students. The teacher may serve as a role model to students and students’ beliefs in the value of education may increase.
All of these recommendations warrant further research to
determine the most effective ways to engage and motivate students and to
build self-efficacy.