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The purpose of this study was to investigate the patterns of English reading strategy usage according to question types based on the English reading achievement of third-grade high school students, and to analyze the influence of academic self-efficacy on both English reading strategy usage and reading achievement. Employing the Survey of Reading Strategies (SORS) by Mokhatari and Sheorey (2002) and Ikeda and Takeuchi’s (2000) questionnaire, the study examines the patterns of reading strategy usage across various question types and elucidates which strategies are predominantly employed corresponding to English achievement levels. The findings indicate that students in high, middle, and low-achievement groups predominantly rely on problem-solving reading strategies while lower-achieving students exhibit a propensity for avoidance-based strategies in their English reading. The study unveils that self-regulatory efficacy consistently holds the highest average values across different achievement levels, significantly influencing the overall use of English reading strategies. The statistical analysis does not reveal significant differences in the relationship between academic self-efficacy and the level of English reading achievement. Overall, these findings emphasize the importance of tailored instruction in English reading strategies, targeted support for students with varying achievement levels, and continued exploration of the relationship between academic self-efficacy and achievement in diverse educational settings.
Kim et al. (Thu,) studied this question.