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Abstract Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self‐regulated learning, persistence relates to learners’ self‐efficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self‐efficacy and self‐regulatory strategies is underexplored for second language (L2) reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self‐efficacy. The current study investigated the relationship between what we call text engagement regulatory reading strategies (TERRS) and reading self‐efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self‐efficacy from 3 instructional approaches: phonics instruction plus the use of challenging texts; strategy‐based instruction using the same texts; and no explicit phonics or strategy instruction using the texts only. The use of TERRS was an important predictor of reading self‐efficacy and central to 3 distinct learner profile clusters. Increases in reading self‐efficacy were significantly greater for learners of certain profiles who received strategy‐based instruction, with implications for theories of self‐regulated language learning and classroom practice.
Graham et al. (Sat,) studied this question.