The Effectiveness of an Extensive Reading Program with Attribution Retraining in Improving Students’ Self-efficacy with English Learning

This study reports the results of a study on the effectiveness of attribution retraining through an in-class extensive reading (ER) program in improving students’ self-efficacy with English learning. Nakayama and Matsunuma (2013) investigated the impact of attribution retraining through remedial English grammar lessons on learners’ self-efficacy when learning English. Based on their findings, this study investigated whether the in-class ER program with revised treatments based on Nakayama and Matsunuma improved trainees’ self-efficacy on English learning by comparing two groups that differed in their degree of exposure to English outside the classroom. The analysis suggests that the current ER program improves students’ self-efficacy in English learning. However, further investigation is required to draw conclusions by expanding the duration of experiments