[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-589741-en":59,"doc-seo-589741-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79,"preview_page_count":4},589741,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies - Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance - Article","Classroom-based research investigates a learning strategies model for improving Thai undergraduate students’ self-efficacy beliefs in EIL reading performance across Western and Asian text styles. Built on Oxford’s language learning strategies model, the study integrates rhetorical strategies to address challenges in English as an international language contexts. Thirty-three first-year English Education majors complete pre- and post-questionnaires, analyzed through descriptive statistics and thematic analysis.","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance\u003Cbr>Jiraporn Kakaew*, Anamai Damnet\u003Cbr>Kasetsart University Kamphaeng Saen Campus, Thailand Correspond Author: Jiraporn Kakaew, E-mail: [jirameow@gmail.com](jirameow@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL) . The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom. |\n| Article history\u003Cbr>Received: August 15, 2017\u003Cbr>Accepted: October 19, 2017\u003Cbr>Published: December 30, 2017\u003Cbr>Volume: 8 Issue: 6\u003Cbr>Advance access: December 2017 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Learning Strategies Model, Thai Undergraduate Students, Self-Efficacy Beliefs\u003Cbr>EIL Textual Reading Performance |  |\n\nNTRODUCTION  \nSelf-efficacy beliefs (SE) are generally defined as humans’judgment regarding their abilities to perform actions that influences on their lives (Bandura, 1998) . Bandura, 1986, cited in Riding and Rayner, 2001 p.251 identifies self-efficacy as much more consistent predictor of behavior than any other closely related variables. Similarly, Siritararatn (2013) proposes SE is a key determiner of students’ learning achievement and Mastan and Maarof, 2014 illustrate that it is a strong indicator of language performance. It is also revealed as the strongest predictor of academic performance (Bembenutty, 2009) . That is the students who have high self-efficacy make better efforts than the students who have low self-efficacy (Bandura, 1997, 1998; Zimmerman 2000) . Since self-efficacy appears as one of the most influential factors for L2 learning, it is very important for the teacher to develop the students’ self-effica y (Raoofi et al, 2012) which can be promoted through learning strategies (Khajavi and Ketabi, 2012). Previous studies suggest the possibility to enhance SE with Thai students who study English as a foreign language (EFL) (Siritararatn 2013; Ngoksimma, 2014) .  \nSignificantl , English nowadays is used among nativesand non-natives and McKay, 2002 identifies this situation as English as an international language (EIL) . In spite of the  \nfact that Thailand has joined the ASEAN community and noticeably several non-natives using English possibly increase, EFL learning and teaching is still related to native-like competence (Jindapitak, 2014) . In such cases, the principle of English learning and teaching in Thailand needs to be reviewed and fulfilled in order to facilitate students to learn a variety of situations. This paper will challenge the concept of EIL learning and teaching to promote Thai self-efficacy beliefs (SE) in reading different texts both Western and Asian styles through engaging learning strategies model.  \nLITERATURE REVIEW  \nLearning Strategies and Self-Efficacy Beliefs  \nLearning strategies in se","cbCaidX8WIzlT1bl","https://ap.wps.com/l/cbCaidX8WIzlT1bl","pdf",1336979,"English","en",105,"# Abstract\n# Introduction\n# Literature Review\n## Learning Strategies and Self-Efficacy Beliefs\n## Reading Self-Efficacy Beliefs","[{\"question\":\"What is the study’s main goal regarding EIL reading?\",\"answer\":\"To explore Thai students’ self-efficacy beliefs when they read different texts in English as an international language (EIL), after receiving strategies-based training.\"},{\"question\":\"How were participants selected and what data was collected?\",\"answer\":\"Thirty-three first-year undergraduate English Education majors were purposively selected, and pre/post questionnaires focusing on self-efficacy beliefs were analyzed using descriptive statistics and thematic analysis.\"},{\"question\":\"What do the results suggest about self-efficacy after training?\",\"answer\":\"Students reported higher efficacy in EIL textual reading after learning strategies-based training, supporting the role of learning strategies and rhetorical-language strategies in the classroom.\"}]","Advances in Language and Literary Studies - Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance - Article | PDF",1792068030,23,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"advances-in-language-and-literary-studies-learning-strategies-model-to-enhance-thai-undergraduate-students-self-efficacy-beliefs-in-eil-textual-reading-performance-article","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-learning-strategies-model-to-enhance-thai-undergraduate-students-self-efficacy-beliefs-in-eil-textual-reading-performance-article/589741/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-learning-strategies-model-to-enhance-thai-undergraduate-students-self-efficacy-beliefs-in-eil-textual-reading-performance-article/589741.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":24},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the study’s main goal regarding EIL reading?","Question",{"text":128,"@type":129},"To explore Thai students’ self-efficacy beliefs when they read different texts in English as an international language (EIL), after receiving strategies-based training.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How were participants selected and what data was collected?",{"text":133,"@type":129},"Thirty-three first-year undergraduate English Education majors were purposively selected, and pre/post questionnaires focusing on self-efficacy beliefs were analyzed using descriptive statistics and thematic analysis.",{"name":135,"@type":126,"acceptedAnswer":136},"What do the results suggest about self-efficacy after training?",{"text":137,"@type":129},"Students reported higher efficacy in EIL textual reading after learning strategies-based training, supporting the role of learning strategies and rhetorical-language strategies in the classroom.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792897691]