Achour, ZohraMerrouche, Sarah2018-06-252018-06-252016http://hdl.handle.net/123456789/3488The current study investigated whether there is a relationship between self-efficacy as a motivational construct in learning and reading comprehension strategies used by third year EFL students at Oum-El-Bouaghi University, Algeria. Two main hypotheses were formulated. The first hypothesis stated that there is a significant positive relationship between the reading self-efficacy of third year EFL students at Oum-El-Bouaghi University and their use of reading comprehension strategies. The second one stated that high self-efficacious readers significantly use more reading comprehension strategies than low self-efficacious readers. By means of a students' questionnaire, the scores of reading self-efficacy and reading comprehension strategy use, including cognitive, metacognitive and socioaffective reading strategy use of fifty students, were collected. The data were then computed using Spearman Correlation Coefficient and independent samples t-tests. The results show that the reading strategy use positively correlates with the increased self-efficacy beliefs and high self-efficacious readers use more reading comprehension strategies than low self-efficacious readers. These results confirm the findings of previous studies conducted in different contexts. Therefore, encouraging students to develop their reading self-efficacy and to use different reading strategies can be helpful for them to achieve higher scores in reading comprehension.enComprehension : learning : readingOther