[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591623-105":59,"doc-detail-591623-en":130},{"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":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","some-effects-of-proficiency-and-practice-on-beliefs-about-academic-reading","Some Effects of Proficiency and Practice on Beliefs about Academic Reading","","Academic reading in both L1 and L2 contexts has been studied through reading strategies, recall protocols, and experimental designs, yet fewer studies address additional factors affecting reading success. In second-language study, learner beliefs about reading can shape early comprehension and learning challenges, especially for students entering demanding programs such as medicine. This study examines students’ initial beliefs and how beliefs change with practice and experience, focusing on academic reading outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/some-effects-of-proficiency-and-practice-on-beliefs-about-academic-reading/591623/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/some-effects-of-proficiency-and-practice-on-beliefs-about-academic-reading/591623.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the study address about academic reading?","Question",{"text":112,"@type":113},"It focuses on variables influencing reading success in L2 contexts, particularly learner beliefs about academic reading, where published information is relatively limited.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can initial reading difficulties occur for learners in programs like medicine?",{"text":117,"@type":113},"New academic demands may conflict with negative or unhelpful beliefs formed through earlier schooling or home experiences, affecting comprehension and learning early on.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study investigate regarding learner beliefs?",{"text":121,"@type":113},"It explores both the nature of learners’ initial beliefs about academic reading and changes in those beliefs as practice and experience accumulate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591623,1792165537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Some Effects of Proficiency and Practice on Beliefs about Academic Reading  \nArab Journal of Applied Linguistics e-ISSN 2490-4198  \nVol. 3, No. 3, October 2017, 1-22 © The Author  \n[http://www.arjals.com](http://www.arjals.com)  \nDiane Malcolm 1  \nArabian Gulf University, Manama, Bahrain  \nAbstract  \nReading for academic purposes in both first language (L1) and second language (L2) contexts has long been the subject of research using measures such as reading strategy inventories, reading recall protocols, and a variety of experimental designs aimed to examine the relative contribution to their reading ability of the readers’ L1 or L2, type and complexity of text, content and cultural familiarity, among other factors. However, particularly in the second language context, there is much less published information about other variables that may influence reading success, including learner beliefs about reading. One of the main challenges faced by learners studying for a specific purpose such as medicine is to develop a high standard of reading fluency and accuracy in order to succeed in their professional aims. Those enrolled in academic programmes in their home countries, such as the medical students who are the subject of this paper, often have had little previous experience of academic reading in English, may be reluctant or sporadic readers even in their native language, and have developed negative or unhelpful beliefs about reading in English based mainly on their prior schooling or home experiences. The expectations and demands placedon them by the new academic experience may be in conflict with these beliefs, causing initial difficulties in comprehension and learning. This study explores the nature of these initial beliefs as well as changes in learner beliefs about their academic reading as related to practice and experience.  \nKeywords: Reading, Learner beliefs, EFL/ESL, EAP, ESP  \n1 Corresponding author:  \nDiane Malcolm, Arabian Gulf University, Manama, Bahrain  \nEmail: [dianelm@gmail.com](dianelm@gmail.com)  \nTheoretical Background  \nThe development of enabling or disabling beliefs and attitudes to reading has been traced to variables such as previous experience of reading in L1 or L2, attitudes to reading for pleasure or academic purposes, the influence of family and peers on reading attitudes and beliefs, opportunities to read, the effects of teachers and the instructional context of reading beliefs, and cultural attitudes to reading (Chapman & Tunmer, 2003; McKenna, Kear & Ellsworth, 1995; Wigfield, 1997) . Beliefs have also been linked to psychological constructs such as metacognitive knowledge, motivation, including the role of affect, such as reading anxiety (Saito, Garza & Horwitz, 1999), and epistemology. A brief overview of some of these studies that helped inform the present investigation follows.  \nWhile there are few studies focusing specifically on learner beliefs about academic reading in the second language (L2) setting, there has been considerable research on beliefs about the reading of college students studying in their native language (L1) . In the field of educational psychology, Schommer (1990) undertook experimental studies of college students’ beliefs about the nature of knowledge (i.e., their epistemological beliefs) and how these affected educational outcomes as measured by their understanding of texts. Her research concluded that college students who hold context-oriented beliefs (believing that knowledge is complex, tentative and derived from reason) as opposed to those who are fact-oriented (believing knowledge is simple, certain and handed down by authorities) maybe less likely to fail to integrate information or monitor comprehension.  \nMore recent research (Muis, 2007) hypothesized that prior knowledge plays a role in the development of constructivist epistemic beliefs (i.e., those beliefs that facilitate self-  \nregulation of learning, and represent a view that knowledge is relative, rath","cbCaitRBSjfvZQuF","https://ap.wps.com/l/cbCaitRBSjfvZQuF","pdf",1343443,23,"English","# Abstract\n# Theoretical Background\n## Beliefs and attitudes to reading\n## Epistemological beliefs and learning outcomes\n## Constructivist views and strategy use\n## Language learner beliefs and metacognitive knowledge\n## Beliefs about reading strategies","[{\"question\":\"What gap does the study address about academic reading?\",\"answer\":\"It focuses on variables influencing reading success in L2 contexts, particularly learner beliefs about academic reading, where published information is relatively limited.\"},{\"question\":\"Why can initial reading difficulties occur for learners in programs like medicine?\",\"answer\":\"New academic demands may conflict with negative or unhelpful beliefs formed through earlier schooling or home experiences, affecting comprehension and learning early on.\"},{\"question\":\"What does the study investigate regarding learner beliefs?\",\"answer\":\"It explores both the nature of learners’ initial beliefs about academic reading and changes in those beliefs as practice and experience accumulate.\"}]","Some Effects of Proficiency and Practice on Beliefs about Academic Reading | PDF",1792072853,58]