Developmental trajectories of and reciprocal relationships between Chinese university students' foreign language reading self-efficacy and reading strategy use.

Despite extensive research recognizing the critical role of foreign language reading self-efficacy and reading strategy use in L2 learning, longitudinal studies examining the relationships between these two variables from a dynamic developmental perspective remain scarce. This study investigated the developmental trajectories and reciprocal predictive relationships between foreign language reading self-efficacy and reading strategy use within the context of English as a foreign language (EFL) education in China. Data were collected from 293 Chinese undergraduate EFL students at five time points over the course of one academic year using a mixed-methods approach which included parallel latent growth models, cross-lagged analyses, and semi-structured interviews. Quantitative analyses indicated that the participants' foreign language reading self-efficacy firstly increased, followed by a decline, and then rose again, with significant individual variations in both initial levels and rates of change. The initial levels did not affect the rates of increase. Meanwhile, the participants' use of foreign language reading strategies showed a significant increase over time. The initial levels of reading strategy use did not influence its rates of change, with only the former exhibiting significant individual differences. Moreover, positive correlations were found between the initial levels of reading self-efficacy and reading strategy use, as well as between their growth patterns. Additionally, a bidirectional predictive relationship was identified between foreign language reading self-efficacy and reading strategy use, with the influence of reading strategy use on self-efficacy being stronger than the reverse. Qualitative results provided further insights into the participants' changes in their reading self-efficacy and the underlying factors driving these changes. The findings hold practical implications for EFL educators, highlighting the necessity of incorporating self-efficacy-enhancing instruction and reading strategy training in their reading classes.