Effects of Teacher and Peer Mediation on Students’ Self-Efficacy Belief About Their Extensive Reading Practice: In Case of Asossa Preparatory School

Melaku Ensermu Chaka


This study investigated the EFL students’ self-efficacy belief about extensive reading through mediated teaching reading mode. The study employed a quasi-experimental design. Two intact grade 11 classes were purposively selected and randomly assigned into experimental (N=30) and control (N=30) group. Five capable peers were selected from the experimental group along with their EFL teacher to serve as mediators while this was not done in the control group. Pre-intervention questionnaire and pre-test were administered to both groups to see if they had the same self-efficacy belief about extensive reading and the ability in reading. The groups were also given a post-intervention questionnaire and post reading test to determine the extent students become positive self-efficacious and their reading skill was improved. SPSS 20 was used to analyze the collected data. From independent sample test, pre-intervention questionnaire and pre-test results indicated that both group students held similar perceived self-efficacy belief about extensive reading and had similar ability in reading skills. Whereas the paired sample t-test proved that there was a significant mean score difference within the experimental group students, but there was no within the control group. The study concluded that the intervention positively changed the students’ self-efficacy belief about extensive and improved their reading skill. It was recommended that EFL teacher need to play effective role in mediating students to raise their self-efficacy belief through extensive reading. Similarly, using more capable peers was an important measure in supporting peer learners.

Keywords: extensive reading, self-efficacy belief, mediation

DOI: 10.7176/RHSS/10-19-03

Publication date:October 31st 2020


Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email: RHSS@iiste.org

ISSN (Paper)2224-5766 ISSN (Online)2225-0484

Please add our address "contact@iiste.org" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright © www.iiste.org