Students' self-efficacy on reading academic materials based on the modes of the publication

Self-efficacy on reading is believed to be an important factor to encourage students’ motivation in learning. It refers to individual’s belief of his/her capability to organize the action to produce given attainments. Numerous studies found that self-efficacy affected reading comprehension, however not all students have high self-efficacy in reading. This study investigated the students’ self-efficacy in reading academic materials with different publication modes. The study also identified the students’ preference for academic materials according to modes of publication. To answer the issue, the study used a qualitative design by administering the questionnaires and interview the university students. The participants were comprised of thirty students from English Language Education Department of UIN Sunan Ampel Surabaya from 2017 academic year. The result showed positive responses related to three sources: mastery experience, vicarious experience and physiological states. Also, the result indicated students’ high self-efficacy in reading academic materials in both publication modes (e.g. digital and printed materials). To summarize, the more positive the students’ belief on their reading, the higher their self-efficacy are. Accordingly, teachers need to give positive support, facilitate the students with the most suitable modes of publication for reading academic materials.