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{
    "pk": 35992,
    "title": "Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students",
    "subtitle": null,
    "abstract": "This pilot study examined multilingual university students’ willingness to engage in voluntary extensive reading (ER) of books after they received training. The research\nquestions were whether training appeared to promote\nself-efficacy, motivation for the task, use of metacognitive\nstrategies, and independent reading. University freshmen\nin an ESL reading and writing course participated in the\nproject. The ER training included: (a) framing the ER task\nthrough stories of struggle and emotional appeal, and (b)\nintroducing independent reading strategies. Surveys were\nused to collect data. Findings showed that students had\nbeliefs of self-efficacy related to English book reading after\nthe training, and they made considerable progress in their\nvoluntary reading by the end of the course. The strategies\nthat students found most helpful were selecting books for\nthemselves, keeping records of their progress, and staying\nfocused. Participants anticipated that ER would help them\nwith academic literacy.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section - Extensive Reading",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6pb93177",
    "frozenauthors": [
        {
            "first_name": "Ellen",
            "middle_name": "",
            "last_name": "Lipp",
            "name_suffix": "",
            "institution": "California State University, Fresno",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T21:00:00+03:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/35992/galley/26844/download/"
        }
    ]
}