Implementing the teaching of transformative Learning to improve university students’ reading Self-efficacy in China

• Main Authors: Jiaquan Wang, Wendy Hiew, Suyansah Swanto
• Format: Article
• Language: English; English
• Published: Global Academic Excellence (M) Sdn Bhd (GAE) 2022
• Subjects: HV40-69 Social service. Social work. Charity organization and practice Including social case work, private and public relief, institutional care, rural social work, work relief; LB1050.9-1091 Educational psychology
• Online Access: https://eprints.ums.edu.my/id/eprint/35352/1/ABSTRACT.pdf; https://eprints.ums.edu.my/id/eprint/35352/2/FULL%20TEXT.pdf; https://eprints.ums.edu.my/id/eprint/35352/; http://www.ijepc.com/PDF/IJEPC-2022-48-12-02.pdf; https://doi.org/10.35631/IJEPC.748002; https://doi.org/10.35631/IJEPC.748002

This paper aims to investigate the implementation of the teaching of transformative learning to improve students’ reading self-efficacy at university in China. The study used a questionnaire on reading self-efficacy as the research instrument to survey 85 non-English students’ reading self-efficacy. A comparison of the pre- and post-test mean scores of the students reading self-efficacy using Wilcoxon Signed Ranks Test indicated a significant difference with the introduction of the teaching of transformative learning in improving the students’ reading self-efficacy. The three main features of the teaching of transformative learning include (1) using critical reflection to change students’ thinking and improve their self-efficacy, (2) using rational discourse to change students’ psychological state, and (3) using peaceful and equal classroom atmosphere to enhance dialogue and students’ self-efficacy to build an environment that is congruent with the learners’ learning expectancy.