Teacher Mechanisms, Reading Attitude and Self-efficacy of Second Language Readers

Abstract

In recent years, the reading skills and reading pleasure of fifteen-year-old students in the Netherlands are decreased. Specifically, for second language learners reading literacy is a challenging skill. By using a part of the existing data of the Dutch PISA 2018 study, the present study aimed to get more insight into the relationship between reading attitude, self-efficacy and the reading literacy skills of second language learners. The role of the teacher is studied by looking at the effects of setting goals and giving feedback. A total of 4662 fifteen-year-old students, of which 4171 were first and 491 were second language learners, from 156 secondary schools in the Netherlands were included in the sample. The online reading literacy test as well as the student questionnaire were analyzed in IBM SPSS statistics after preparing the file in the IDB Analyzer. Second language learners had a slightly more positive reading attitude than first language learners. There was no significant difference in their selfefficacy. Self-efficacy and reading attitude were both significant predictors for reading literacy skills, after controlling for parents’ highest ISCED level. First language learners’ reading attitude was more predictive than second language learners’ reading attitude. A disadvantaged position in linguistic processes may play a stronger role in second language learners’ reading literacy skills. Goalsetting and feedback by the teacher did not significantly influence the self-efficacy and reading literacy skills of second language learners. Further research should study the quality of goals set and feedback given by the teacher.