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    Christian Jay Vence
    This document contains a 10-item Likert scale questionnaire intended to investigate English Education Master Students' attributional beliefs in their academic reading. The questionnaire was adapted from one designed by Florida and Mbato (2020) to study attributional beliefs and reading comprehension. Participants are asked to rate their level of agreement on a scale of 1 to 4 with 10 statements about their academic reading skills, progress, challenges, and strategies. Responses will be kept confidential and used for a research publication.

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    Question

    Uploaded by

    Christian Jay Vence
    363 views3 pages
    This document contains a 10-item Likert scale questionnaire intended to investigate English Education Master Students' attributional beliefs in their academic reading. The questionnaire was adapted from one designed by Florida and Mbato (2020) to study attributional beliefs and reading comprehension. Participants are asked to rate their level of agreement on a scale of 1 to 4 with 10 statements about their academic reading skills, progress, challenges, and strategies. Responses will be kept confidential and used for a research publication.

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    This document contains a 10-item Likert scale questionnaire intended to investigate English Education Master Students' attributional beliefs in their academic reading. The questionnaire was adapted from one designed by Florida and Mbato (2020) to study attributional beliefs and reading comprehension. Participants are asked to rate their level of agreement on a scale of 1 to 4 with 10 statements about their academic reading skills, progress, challenges, and strategies. Responses will be kept confidential and used for a research publication.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    363 views3 pages

    Question

    Uploaded by

    Christian Jay Vence
    This document contains a 10-item Likert scale questionnaire intended to investigate English Education Master Students' attributional beliefs in their academic reading. The questionnaire was adapted from one designed by Florida and Mbato (2020) to study attributional beliefs and reading comprehension. Participants are asked to rate their level of agreement on a scale of 1 to 4 with 10 statements about their academic reading skills, progress, challenges, and strategies. Responses will be kept confidential and used for a research publication.

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    Questionnaire

    Classroom Survey

    English Education Master Students’ Attributional Beliefs in Their Academic Reading Venture

    Dear friends,

    Werner (1985) defines attributional beliefs as people’s capabilities to assume or judge varied

    causes prompting various intended behaviors. Concerning this matter, university EFL learners

    are widely expected to attribute their specific academic reading skills development as a tangible

    result of their expendable efforts instead of perceiving it as a fixed reading incompetency. This

    Likert-Scale questionnaire was created to profoundly investigate English Education Master

    Students’ Attributional Beliefs in Their Academic Reading Venture. Specifically, a group of

    these statements were adapted from attributional beliefs and reading comprehension

    questionnaire designed by Florida and Mbato (2020). The recorded responses to this

    questionnaire will be utilized for the sake of research publication. Thus, all of the responses will

    be kept confidential. The researcher hoped that honest responses can be given in order to

    ascertain the robustness of the data used for this study. The Likert-Scale questionnaire consisted

    of 10 statements and the participants are allowed to select these four following categories

    (Strongly Disagree, Disagree, Agree, and Strongly Agree). The participants may need around 10-

    15 minutes to fill out this questionnaire. Thank you in advance for dedicating your valuable time

    to help me.

    Name:

    The statements below are concerned with your attributional SD D A SA

    beliefs specifically utilized when engaging in academic reading


    enterprises. For each of the remaining statements, please circle

    a number that best states your opinions (1–4).

    1= strongly disagree, 2= disagree, 3= agree, 4= strongly agree

    I possess developing reading comprehension skills in my


    1 1 2 3 4
    academic reading.

    I experience little reading progress during engaging in


    2 1 2 3 4
    academic reading learning venture.

    I am not good enough in reciting the major important ideas


    3 1 2 3 4
    discovered in my academic reading texts.

    I frequently feel demotivated whenever I encounter

    4 difficult words or expressions in my academic reading 1 2 3 4

    texts.

    I merely follow my academic reading texts without raising

    5 up critical questions potentially helping me to possess 1 2 3 4

    better understanding of my targeted texts.

    I continuously create some concise mind-mappings

    6 beneficial for deepening my existing understanding of the 1 2 3 4

    academic reading texts.

    Whenever I give up on the thorny academic reading

    7 processes, I elevate my reading endeavor repeatedly by 1 2 3 4

    saying “I can tackle all of these challenges well.”

    8 When I confront with unfamiliar words or sentences in my 1 2 3 4


    academic reading texts, I determine to utilize guessing

    meaning from the contexts strategies through some

    essential keywords.

    I continuously share my academic reading impediments

    9 with some trusted fellow classmates in order to resolve the 1 2 3 4

    specific intended reading learning issues altogether.

    I consistently harness a vast range of academic reading

    1 resources like dictionary, other relevant texts, and


    1 2 3 4
    0 credential website to figure out the most efficient strategies

    to overcome my reading comprehension issues.

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