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Using surveys, the study found post-training self-efficacy beliefs for English book reading and substantial progress in voluntary ER during the course. Students reported the most helpful actions as self-selecting books, tracking progress, staying focused, and expecting ER to support academic literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/building-self-efficacy-strategy-use-and-motivation-to-support-extensive-reading-in-multilingual-university-students/598056/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/building-self-efficacy-strategy-use-and-motivation-to-support-extensive-reading-in-multilingual-university-students/598056.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the ER pilot study?","Question",{"text":63,"@type":64},"To examine whether training could promote multilingual university students’ self-efficacy, motivation, metacognitive strategy use, and independent voluntary reading.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the ER training include?",{"text":68,"@type":64},"It framed the ER task using stories of struggle and emotional appeal, and introduced independent reading strategies.",{"name":70,"@type":61,"acceptedAnswer":71},"Which ER supports were reported as most helpful by participants?",{"text":72,"@type":64},"Students found self-selecting books, keeping records of progress, and staying focused to be the most helpful strategies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598056,1792192548,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students  \nThis pilot study examined multilingual university students’ willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL reading and writing course participated in the project. The ER training included: (a) framing the ER task through stories of struggle and emotional appeal, and (b) introducing independent reading strategies. Surveys were used to collect data. Findings showed that students had beliefs of self-efficacy related to English book reading after the training, and they made considerable progress in their voluntary reading by the end of the course. The strategies that students found most helpful were selecting books for themselves, keeping records of their progress, and staying focused. Participants anticipated that ER would help them with academic literacy.  \nIt has been accepted for decades that university ESL/EFL students  \nneed practice in reading—possibly during their ESL/EFL classes.1  \nHowever, teachers in California who work with ESL or multilingual university students in reading and/or writing classes may think in-class extensive reading (ER) is too time consuming. Alternatively, California teachers may assign paperbacks for homework, but when ER is assigned, students do not experience reading as something that they can do without the teacher’s selecting specific books and without points and grades to motivate them. They do not learn to use metacognitive strategies to engage in voluntary reading. Some claim that  \nThe CATESOL Journal 29.2 • 2017 • 21  \nstudents from less privileged backgrounds will not read voluntarily. I argue that these students in particular need guided ER.  \nThis article describes the implementation of ER in a university class for multilingual freshmen in which many students stated early in the semester that they hated to read. This article argues that multilingual students are more likely to develop self-efficacy and motivation to participate in voluntary independent ER if they are offered training that (a) emphasizes framing the task and (b) introduces metacognitive strategies linked to voluntary independent ER. The study examined the following questions:  \n1. Did students have reading self-efficacy after the ER training?  \n2. What kinds of books did students self-select? What influenced their choices?  \n3. Which metacognitive strategies from the training did freshmen perceive helped them with their ER? What reading strategies did students report using?  \n4. Did students report having motivation (enjoyment, sense of achievement, and feeling that the task had value and was meaningful) to read? Did they view ER as helping them develop academic literacy?  \n5. How much of the book did each student complete?  \nLiterature Review  \nExtensive Reading (ER)  \nER is recognized as an important part of reading instruction for ESL/EFL students (Day & Bamford, 1998; Krashen, 1993; Nakanishi, 2015) . ER consists of individual students’ self-selecting and reading books, usually graded readers or paperbacks, to get silent reading practice (Day & Bamford, 1998; Lipp, 1990). Particularly in EFL contexts, students may read graded readers in class. ESL student book preferences have been studied (Lipp & Wheeler, 1991) . However, students’ out-of-class reading habits have been studied in L1 adolescents (McGeown, Duncan, Griffiths, & Stothard, 2015), but not in L2 students.  \nResearchers of L2 learners have identified areas of effectiveness of ER. Mason and Krashen (1997) found that Japanese students’ attitudes about reading improved. Nakanishi’s (2015) meta-analysis of 34 studies concluded that there is scientific evidence to claim “a large effect for reading speed … ","cbCaijncGgUrWUm1","https://ap.wps.com/l/cbCaijncGgUrWUm1","pdf",328140,"English","# Introduction\n## Research focus and questions\n# Literature Review\n## Extensive Reading (ER)\n## Training for ER: Framing and building awareness of strategies","[{\"question\":\"What was the purpose of the ER pilot study?\",\"answer\":\"To examine whether training could promote multilingual university students’ self-efficacy, motivation, metacognitive strategy use, and independent voluntary reading.\"},{\"question\":\"What did the ER training include?\",\"answer\":\"It framed the ER task using stories of struggle and emotional appeal, and introduced independent reading strategies.\"},{\"question\":\"Which ER supports were reported as most helpful by participants?\",\"answer\":\"Students found self-selecting books, keeping records of progress, and staying focused to be the most helpful strategies.\"}]","Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students | PDF",1792086206,48]