Abstract

This study investigates the implicit reading beliefs (RBs) of a cohort of diverse English-as-a foreign language (EFL) undergraduate university students and their responses to a narrative text. Sixty-two (n = 62) students enrolled in an introductory reading education course participated in the study. The participants completed a demographic questionnaire and a modified version of the Schraw and Bruning Reader Belief Inventory (RBI). In addition, they read and responded to a narrative text. Descriptive statistics (means, standard deviations, frequencies, percentages, mean rank order) were computed as well as theme coding analysis and a Factorial Multivariate Analysis of Variance (MANOVA) test was conducted to address the study questions. Results indicate that the study participants hold dichotomous as well as less contrasting transmission and transaction RB beliefs. Likewise, they tend to read in a balanced way that reflects combination of text-based, critical evaluation, and personal reaction responses to narrative reading. Conceptual, and pedagogical implications and suggestions for further research into the formation of reading implicit beliefs and their interplay with the comprehension of texts of various types and difficulty levels are discussed.

摘要

本研究调查了一群多样化的英语作为外语 (EFL) 本科生的内隐阅读信念 (RBs) 及其对叙事文本的反应。六十二名 (n = 62) 参加了入门阅读教育课程的学生参与了这项研究。参与者完成了人口统计问卷和 Schraw 和 Bruning 读者信念量表 (RBI) 的修改版本。此外，他们阅读并回应叙述性文本。计算描述性统计（平均值、标准差、频率、百分比、平均等级顺序）以及主题编码分析，并进行因子多变量方差分析 (MANOVA) 测试以解决研究问题。结果表明，研究参与者持有二分法以及对比较少的传输和交易 RB 信念。同样，他们倾向于以一种平衡的方式阅读，这反映了基于文本、批判性评估和个人对叙事阅读的反应的组合。讨论了进一步研究阅读内隐信念的形成及其与理解各种类型和难度级别的文本的相互作用的概念和教学意义和建议。