Exploring ESL Learners’ Reading Strategies Based on the Theory of Reciprocal Determinism

Abstract

The purpose of this study is to explore the relationship between reading strategies and Bandura’s (1986) theory of Reciprocal Determinism. Previous research acknowledged the concept of Reciprocal Determinism as an effective teaching approach, however, limited research has been done to consider how reading is influenced by learners’ personal factors, behavior and environment. Based on four Research Questions, the study explores the perceived use of reading strategies by 225 undergraduates who completed a critical reading course at a local university. These learners of English as a Second Language responded to an online questionnaire adapted from Mokhtari and Sheorey’s (2002) Survey of Reading Strategies. Based on the learners’ ratings of the reading strategies, namely Global Reading Strategies, Problem-Solving Strategies and Support Strategies, the findings revealed that there is a significant relationship between the learners’ perceived use of reading strategies and the three factors of Reciprocal Determinism, namely Personal Factors, Behaviour and Environment indicating a cyclical effect that infuences learners’ reading comprehension. This exploration of reading strategies through this theory has pedagogical implications on how reading is taught to scaffold and help learners increase metacognitive awareness and self-efficacy. Overall, this study contributes to a further understanding of the importance of taking into account the three factors in a reading environment and the relationship between reading strategies and RD. Future studies could be an extension of how the cyclical effects of Reciprocal Determinism and reading strategies could be strategically integrated into the teaching of skilled and unskilled readers and in other learning domains.