# Developmental trajectories of and reciprocal relationships between Chinese university students' foreign language reading self-efficacy and reading strategy use

## TL;DR

This study explores how Chinese university students' confidence in reading a foreign language and their reading strategies develop and influence each other over time.

## Contribution

The study provides new longitudinal insights into the bidirectional relationship between reading self-efficacy and strategy use in EFL learning.

## Key findings

- Reading self-efficacy showed a fluctuating trajectory with significant individual differences.
- Reading strategy use increased steadily over time with no influence from initial levels.
- A stronger influence of reading strategy use on self-efficacy was identified compared to the reverse.

## Abstract

Despite extensive research recognizing the critical role of foreign language reading self-efficacy and reading strategy use in L2 learning, longitudinal studies examining the relationships between these two variables from a dynamic developmental perspective remain scarce. This study investigated the developmental trajectories and reciprocal predictive relationships between foreign language reading self-efficacy and reading strategy use within the context of English as a foreign language (EFL) education in China. Data were collected from 293 Chinese undergraduate EFL students at five time points over the course of one academic year using a mixed-methods approach which included parallel latent growth models, cross-lagged analyses, and semi-structured interviews. Quantitative analyses indicated that the participants' foreign language reading self-efficacy firstly increased, followed by a decline, and then rose again, with significant individual variations in both initial levels and rates of change. The initial levels did not affect the rates of increase. Meanwhile, the participants' use of foreign language reading strategies showed a significant increase over time. The initial levels of reading strategy use did not influence its rates of change, with only the former exhibiting significant individual differences. Moreover, positive correlations were found between the initial levels of reading self-efficacy and reading strategy use, as well as between their growth patterns. Additionally, a bidirectional predictive relationship was identified between foreign language reading self-efficacy and reading strategy use, with the influence of reading strategy use on self-efficacy being stronger than the reverse. Qualitative results provided further insights into the participants' changes in their reading self-efficacy and the underlying factors driving these changes. The findings hold practical implications for EFL educators, highlighting the necessity of incorporating self-efficacy-enhancing instruction and reading strategy training in their reading classes.