




































BANGLADESH JOURNAL OF MULTIDISCIPLINARY SCIENTIFIC RESEARCH 11(1) (2026), 55-68 

 

55 

        MULTIDISCIPLINARY SCIENTIFIC RESEARCH 
          BJMSR VOL 11 NO 1 (2026) P-ISSN 2687-850X E-ISSN 2687-8518 

         Available online at https://www.cribfb.com 

     Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR 

                                                                                                                                                                                                    Published by CRIBFB, USA 

                                                                                                                              

CONTRIBUTING FACTORS FOR IMPROVING ENGLISH 

READING COMPREHENSION AMONG CHINESE STUDENTS                                                           

CATION                

              
 Guangyun Zhang (a)1   Rafizah Binti Mohd Rawian (b) 
 

(a)Ph.D. Candidate, School of Language, Civilization and Philosophy, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, Malaysia; E-mail: 
sro4650@163.com 
(b)Professor, School of Language, Civilization and Philosophy, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, Malaysia; E-mail: 

rafizah@uum.edu.my 

 

 
A R T I C L E I N F O 

 
 

Article History: 

 
Received: 29th August 2025 

Reviewed & Revised: 29th August 2025 

to 7th December 2025 

Accepted: 10th December 2025 

Published: 12th December 2025 

 
Keywords: 

 

Critical Reading Skills, Role of Teacher, 

Reading Comprehension 

 
JEL Classification Codes: 

 

      C12, C20, C31 

 

      Peer-Review Model:  
 

      External peer review was done through  

      double-blind method.        

 
A B S T R A C T      
 

Reading comprehension remains a central challenge for Chinese students learning English as a Foreign 

Language, particularly when limited analytical ability, weak self-management, and ineffective learning 

strategies restrict them. These issues highlight the need to examine the cognitive and behavioral factors 

that shape reading comprehension. This study investigates the role of critical reading skills in predicting 

reading comprehension. It explores how teachers' perceived role, student self-management, and student 

learning strategies contribute to this relationship. Survey data were collected from 395 Chinese EFL 

students enrolled in colleges in Shanghai and Beijing using validated instruments. Data analysis was 
conducted using SPSS 29 and Smart PLS 4 to assess measurement reliability, structural relationships, 

and mediating effects within a PLS-SEM framework. The results show that critical reading skills 

significantly influence student self-management (β = 0.319, t = 6.624), student learning strategies (β = 

0.322, t = 7.101), and reading comprehension (β = 0.218, t = 4.721), but do not significantly affect the 

perceived role of teachers (β = 0.097, t = 1.723). Reading comprehension is significantly influenced by 

the perceived role of teachers (β = 0.165, t = 3.588), student self-management (β = 0.183, t = 3.760), 

and student learning strategies (β = 0.249, t = 5.007). Mediation analysis indicates significant indirect 
effects of critical reading skills on reading comprehension through student self-management (β = 0.058, 

t = 3.434) and student learning strategies (β = 0.080, t = 4.323). In contrast, the mediating effect of 

teachers' perceived role is not significant. 

 
 

© 2025 by the authors. Licensee CRIBFB, USA. This open-access article is distributed under the 
terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0).  

            

       

INTRODUCTION 

Reading comprehension is critical for people to enrich their knowledge and understanding of a changing environment 

(Amoah & Yeboah, 2021). It helps to develop concepts after reading and proper understanding, which is necessary for 

critical thinking. Similarly, reading comprehension is also significant for students to improve their knowledge and learning 

(Anqi et al., 2024). It is a way forward to conclude proper reading and development of understanding. While students need 

to develop appropriate knowledge through reading comprehension, it becomes challenging for them to read effectively when 

the material is not in their language (Asif et al., 2020). Hence, the students must read the material in their native language. 

If they are reading any material in a foreign language, they should develop the skills to understand its content and context 

better. Due to advances in knowledge of the English language, it has become essential for students to have appropriate 

reading and comprehension skills (Bai & Chen, 2024). It is important to survive in the workplace and to deal with people 

from diverse cultures using English. Similarly, Chinese students are shifting their interest toward reading in English 

(Barnhart et al., 2022); however, they face difficulties at the initial stage of English reading comprehension. 

Reading comprehension in English can be easy for Chinese students learning English at any institute (Borisova et 

al., 2025). Students need to improve their reading skills to understand concepts better and think critically while reading. For 

Chinese students, understanding the contextual meaning of English is problematic at the initial stage of learning (Cai & Yu, 

2024). Therefore, the role of teachers for English as a Foreign Language (EFL) is necessary to support the students. Teachers' 

motivation can be a significant factor in students' improvement of their reading skills (Cai, 2020). However, students who 

have intrinsic motivation to learn a new language, such as English, are highly concerned about getting assistance from 

                                                 
1Corresponding author: ORCID ID: 0000-0003-1330-2991 

© 2025 by the authors. Hosting by CRIBFB. Peer review under responsibility of CRIBFB, USA.  

https://doi.org/10.46281/bjmsr.v11i1.2762 

 
To cite this article: Zhang, G., & Rawian, R. B. M. (2025). CONTRIBUTING FACTORS FOR IMPROVING ENGLISH READING COMPREHENSION 

AMONG CHINESE STUDENTS CATION. Bangladesh Journal of Multidisciplinary Scientific Research, 11(1), 55-68. 

https://doi.org/10.46281/bjmsr.v11i1.2762 

http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://www.openaccess.nl/en
https://doi.org/10.46281/bjmsr.v11i1.2762
https://orcid.org/0000-0003-1330-2991
https://orcid.org/0000-0003-2280-3210


Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
56 

teachers. Reading in English is effective for students and can foster their reading comprehension skills (Carolan, 2022). 

While some students are less motivated and less capable of self-management, they struggle to deal with the challenges in 

their learning and effective performance (Carolan & Devlin, 2024). A sense of self-management is required for students to 

advance their language learning, which is critical for improving their reading comprehension. 

Scholars have reported that students' reading comprehension improves when they follow appropriate guidelines 

(Cecen & Peker, 2021). Students learn most effectively when they work with the support of self-management skills. The 

need for self-management fosters discipline among students, enabling them to work and refine their strategies (Chan, 2023). 

However, scholars also noted that the perceived role of teachers should not be neglected alongside the learning strategies 

needed to advance reading skills (Chen et al., 2025). In previous studies, it has also been reported that EFL learning becomes 

more effective for students when they have strategies to follow (G. Chen, 2023). Students must develop an effective attitude 

for their learning and overall performance. Meanwhile, those students who lack self-management and effective strategy 

development struggle with reading comprehension while learning a second language (Chen & Shu, 2024). Previous studies 

have critically argued that reading comprehension for EFL learners is not easy; they face various challenges. Furthermore, 

previous studies also highlighted gaps in the literature regarding the role of critical reading skills, the perceived role of the 

teacher, student self-management, and learning strategies for reading comprehension (Chen & Jiang, 2025; Pande et al., 

2024; Chen & Kim, 2023). 

This research is important because reading comprehension in English directly influences students' academic 

progress, access to global knowledge, and long-term participation in an internationally connected workforce. As English 

remains the dominant language of higher education, scientific publication, and digital information, Chinese EFL learners 

require strong comprehension skills to keep pace with global developments. Limited ability to analyse, interpret, and 

evaluate English texts restricts their learning outcomes and reduces their competitiveness in academic and professional 

settings. Therefore, understanding the factors that shape English reading comprehension is necessary to address persistent 

learning challenges among Chinese students and ensure their successful engagement in English-medium education. To 

address literature gaps and provide insight into improving reading comprehension among Chinese EFL students, this study 

investigated the roles of critical reading skills, the perceived role of the teacher, student self-management, and student 

learning strategies in reading comprehension. Furthermore, the mediating roles of perceived teacher role, student self-

management, and student learning strategies were also investigated. The study collected a sample of 395 Chinese EFL 

students enrolled in colleges in Shanghai and Beijing. Data analysis was performed using SPSS 29 and SmartPLS 4. The 

study found that critical reading skills have no impact on teachers' perceived role, but they do significantly affect student 

self-management, student learning strategies, and reading comprehension. The study also found that the perceived role of 

the teacher, student self-management, and student learning strategies have a significant impact on reading comprehension. 

The mediating roles of perceived teacher role, student self-management, and student learning strategies were found to be 

significant in the relationship between critical reading skills and reading comprehension. The study makes a novel 

contribution to the literature by investigating the relationship between variables. The study has practical value for 

practitioners and Chinese EFL students for improving their reading comprehension. The study is based on the literature 

review, methods, results, discussion, and conclusion. The remainder of this paper is based on a literature review, 

methodology, data analysis, discussion, implications, and future directions. 

 

LITERATURE REVIEW 

Students' critical reading skills are important for their understanding of teachers' roles in learning (Chen et al., 2023). 

Students who are closely associated with their teachers perceive them as a source of support (L. Chen, 2023). It creates a 

significant learning environment for students, which influences and improves their performance (M. Chen et al., 2022). 

When learners critically assess information, they seek guidance from teachers to refine their analytical skills rather than rely 

on them for direct answers (M. P. Chen et al., 2022). Therefore, students must develop a meaningful relationship with their 

teachers that supports their learning. 

Students must develop self-management skills, as these skills improve their performance (X. Chen et al., 2022). 

When students are highly motivated and critical learners, their performance improves with the availability of facilities (Chen 

et al., 2024). Students must engage critically with the discussion to develop a positive approach to their learning and self-

management (Y. Chen, 2022). Furthermore, self-management strategies can help students improve their learning abilities 

when learning a foreign language. While self-management also helps students grow mentally and perform well, it is 

influenced by appropriate reading skills (Y. Chen, 2023a). Self-management helps students understand their abilities and 

reflect on their EFL learning. 

Reading skills are necessary for students to improve their personalities and learning (Y. Chen, 2023b). When 

students are deeply engaged in critical learning, they develop personalized learning strategies. In addition, these strategies 

help students grow mentally and perform better in their learning. Furthermore, the students have strategies such as 

summarization, note-taking, and questioning to deepen their understanding (Chen & Chew, 2021). Critical readers actively 

seek connections among concepts, thereby improving their ability to retain and apply knowledge across contexts (Chen & 

Zhao, 2022). While students have effective learning strategies, it is imperative to support them in their learning (Y. M. Chen, 

2022). 

Critical reading skills significantly influence reading comprehension by enabling students to actively engage with 

texts rather than passively absorb information (Chen, 2024; Hasan & Surjamokhey, 2022). Critical readers question content, 

analyze arguments, and evaluate evidence, thereby deepening their understanding. These skills allow students to distinguish 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
57 

between main ideas and supporting details, improving their ability to construct meaning from complex texts. Moreover, 

critical reading fosters inferencing skills, enabling students to read between the lines and grasp implicit meanings (Deng et 

al., 2024). This leads to a more nuanced understanding of material, enhancing both literal and inferential comprehension 

(Derakhshan & Bai, 2025). As students practice critical reading, they also develop the ability to assess the credibility and 

reliability of information, thereby strengthening their comprehension skills. 

The way students perceive their teachers plays a crucial role in their reading comprehension (Du & Zhang, 2022). 

When students view teachers as supportive facilitators, they are more likely to seek guidance and engage in meaningful 

discussions about texts (Fan & Xie, 2025). Teachers who provide structured support, encourage questioning, and promote 

critical thinking help students navigate complex readings with greater confidence (Cheong et al., 2023). A teacher’s role in 

modeling effective reading strategies, such as annotation and summarization, also contributes to improved comprehension. 

Furthermore, a positive teacher-student relationship fosters motivation, making students more inclined to invest effort in 

their reading tasks (Ding et al., 2024). If students perceive their teachers as authoritative figures who merely transmit 

knowledge, they may struggle with comprehension due to a lack of active engagement. 

Self-management skills are essential for adequate reading comprehension, as they help students regulate their study 

habits and learning processes (Dan & Li, 2024). Students who can set goals, manage time effectively, and monitor their own 

progress are better equipped to tackle complex reading materials. Self-regulated learners are proactive in identifying areas 

of difficulty and seeking strategies to improve their understanding (Feng et al., 2023a). Furthermore, students who manage 

their learning well are more likely to take notes, summarize key points, and review content systematically (Fu & Zhang, 

2025). Moreover, self-management reduces reliance on external help, encouraging students to develop problem-solving 

skills that enhance comprehension (Deng, 2024). When students take responsibility for their learning, they become more 

engaged and persistent in overcoming reading challenges. 

Effective learning strategies directly improve reading comprehension by helping students process and retain 

information systematically (Dewaele & Li, 2021). Students who employ strategies such as summarization, note-taking, 

questioning, and visualization develop a structured approach to understanding texts (Feng et al., 2023b). For instance, 

summarization allows students to distill essential information, while questioning techniques encourage deeper engagement 

with the material (Feng, 2024). Additionally, strategies such as concept mapping help students organize and relate ideas, 

making complex texts more straightforward to comprehend. Learning strategies also facilitate metacognition, enabling 

students to assess their comprehension and adjust their reading techniques accordingly (Du et al., 2024). Without effective 

learning strategies, students may struggle to extract meaning from texts, leading to shallow or fragmented understanding. 

When students critically analyze texts, they rely on their teachers to guide them in refining their understanding and 

developing effective strategies (Derakhshan & Gao, 2025). If a teacher fosters a classroom environment that encourages 

inquiry and discussion, students are more likely to engage deeply with texts, thereby improving comprehension (Chicherina 

et al., 2020). Conversely, if a teacher’s role is perceived as passive or authoritarian, students may struggle to fully develop 

their critical reading skills, which in turn affects their comprehension (Cong et al., 2024). Therefore, a teacher’s perceived 

role acts as a bridge between critical reading and comprehension, shaping how students apply analytical skills to their 

reading (Dai & Liu, 2024). A supportive teacher can provide the necessary guidance to help students transition from merely 

identifying textual details to interpreting and evaluating content meaningfully. 

While critical reading equips students to evaluate texts, self-management ensures these skills are consistently 

applied in learning (Dan et al., 2024). Students who regulate their learning effectively can set goals, monitor progress, and 

adapt their reading strategies, leading to better comprehension (Chen & Zhang, 2022). Without self-management, students 

may struggle to organize their reading, leading to superficial engagement with texts (Chiang, 2024). Thus, self-management 

serves as a crucial intermediary between critical reading and comprehension, ensuring that students actively apply their 

analytical skills in a structured, disciplined manner (Ding, 2024). When students take ownership of their learning, they 

enhance their ability to critically engage with texts and extract more profound meaning, ultimately improving 

comprehension. While critical reading skills enable students to analyze and evaluate texts, learning strategies help them 

organize and retain this information effectively (Derakhshan et al., 2023). Strategies such as summarization, annotation, and 

self-questioning ensure that students apply critical thinking systematically, leading to better comprehension (Cheng & 

Zhang, 2025). Without effective strategies, students may struggle to translate their analytical skills into meaningful 

understanding (Dai & Wu, 2022). Therefore, learning strategies serve as a bridge, connecting critical reading skills to deeper 

comprehension by ensuring that students process texts in a structured and effective manner (Cui et al., 2023). A well-

developed set of learning strategies enables students to engage actively with texts, thereby enhancing their ability to grasp 

and retain complex ideas. 

Based on the above literature, inconsistencies were found in the body of literature. Therefore, the purpose of this 

study was to test the following hypotheses to advance knowledge and the literature. 

H1: Critical reading skills have an impact on the perceived role of the teacher. 

H2: Critical reading skills have an impact on student self-management. 

H3: Critical reading skills have an impact on student learning strategies. 

H4: Critical reading skills have an impact on reading comprehension. 

H5: The perceived role of the teacher has an impact on reading comprehension. 

H6: Student self-management has an impact on reading comprehension. 

H7: Student learning strategies have an impact on reading comprehension. 

H8: Perceived role of teacher mediates between critical reading skills and reading comprehension. 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
58 

H9: Student self-management mediates between critical reading skills and reading comprehension. 

H10: Student learning strategies mediate between critical reading skills and reading comprehension. 

The study model is shown in Figure 1. 

 

Figure 1. Research Model 

 

MATERIALS AND METHODS 
The population of this study was college students in China involved in English as a Foreign Language (EFL) learning. 

However, this study targeted Shanghai and Beijing only to collect data. This geography was selected because a diverse 

group of students representing different cultures and learning abilities was found. The study used a purposive sampling 

method to select respondents for data collection. However, a detailed introduction of the survey was given to the respondents 

before data collection. Oral consent from the respondents was obtained before data collection, and they were assured that 

any third party would not use their personal information. 

The instruments used in this study were taken from previous studies and reported in Appendix A. The instruments 

used in this study were reliable, as their validity had been established in previous studies. Furthermore, these instruments 

were in English, as Chinese EFL learners had a significant understanding of the questions. This study used a printed version 

of the questionnaires, targeting 500 respondents initially. However, all the respondents' concerns were addressed before data 

collection. Efforts were made to improve the smoothness of data collection. Each respondent was given approximately 35-

40 minutes to complete the questionnaire.  

In response, 421 respondents completed the questionnaire and returned it. The remaining respondents did not return 

the questionnaire with complete data. However, the pre-analysis of the data was conducted to investigate whether the 

respondents provided biased responses. Therefore, 26 inappropriate responses were deleted from the final questionnaire. 

The study considered a valuable sample of 395 for analysis. However, two different tools, SPSS 29 and Smart PLS 4, were 

used to analyze the data for this research. 

 

RESULTS 

The demographic analysis of the participants helps interpret the findings more effectively. This study analyzed the 

demographic data using SPSS 29, as shown in Table 1. According to the analysis, 51% of participants were male, while 

49% were female. While analyzing the field of study, it is found that 31% study humanities, 22% study social science, 23% 

study science and technology, while 16% study business and economics. However, 8% of the respondents were on other 

subjects. 

According to the years of learning English data, 10% of participants reported less than 3 years, 15% reported 3-5 

years, 34% reported 6-8 years, and 40% reported more than 8 years. When analyzing the frequency of reading in English, 

8% reported less than once a month, 17% reported 1-3 times per month, 44% reported 1-3 times per week, and 32% reported 

daily. Regarding preferred learning mode, 15% preferred online learning, 54% preferred in-person learning, and 31% 

preferred hybrid learning. 

 

Table 1. Demographics 

 
Variable Level Frequency Proportion 

Gender Male 202 51%  
Female 193 49% 

Field of Study Humanities 124 31%  
Social Sciences 85 22%  
Science & Technology 90 23%  
Business & Economics 64 16%  
Other subjects 32 8% 

Years of Learning English Less than 3 years 40 10%  
3 – 5 years 60 15% 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
59 

 
6 – 8 years 136 34%  
More than 8 years 159 40% 

Frequency of Reading in English Less than once a month 30 8%  
1–3 times per month 67 17%  
1–3 times per week 173 44%  
Daily 125 32% 

Preferred Learning Mode Online Learning 59 15%  
In-person Learning 215 54% 

  Hybrid 121 31% 

 
The study used SmartPLS 4 to analyze the data collected for hypothesis testing. Firstly, the measurement model 

analysis was performed and is displayed in Figure 2. The reliability of each item was assessed using its factor loading. 

According to Hair et al. (2011), factor loadings above 0.70 indicate that the instruments are good and reliable at representing 

the variable. The study's scale items achieved the minimum factor loadings and were confirmed as reliable. Furthermore, 

this study used Cronbach's alpha and composite reliability to assess the instruments' reliability in measuring the variables. 

The findings of both were above 0.70 (Hair et al., 2011) and considered significant for measuring the variables. The average 

variance extracted was also used to assess the instruments' variance. The results above 0.50 indicated a significant level of 

variance in the data. To sum up, the data were considered reliable for further analysis (see Table 2). 

 

 

Figure 2. Measurement Model 

 

Table 2. Convergent Validity 

 
Construct Items Factor 

Loadings 

Cronbach's 

alpha 

Composite 

reliability 

Average variance 

extracted 

Critical Reading Skills CRS_1 0.822 0.881 0.913 0.677  
CRS_2 0.822 

   

 
CRS_3 0.819 

   

 
CRS_4 0.821 

   

 
CRS_5 0.829 

   



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
60 

Perceived Role of Teachers PROT_1 0.825 0.902 0.925 0.671  
PROT_2 0.804 

   

 
PROT_3 0.846 

   

 
PROT_4 0.824 

   

 
PROT_5 0.799 

   

 
PROT_6 0.819 

   

Reading Comprehension RC_1 0.848 0.892 0.920 0.698  
RC_2 0.821 

   

 
RC_3 0.834 

   

 
RC_4 0.837 

   

 
RC_5 0.838 

   

Student Learning Strategies SLS_1 0.803 0.901 0.924 0.669  
SLS_2 0.813 

   

 
SLS_3 0.836 

   

 
SLS_4 0.824 

   

 
SLS_5 0.843 

   

 
SLS_6 0.786 

   

Student Self-Management SSM_1 0.800 0.933 0.944 0.651  
SSM_2 0.796 

   

 
SSM_3 0.824 

   

 
SSM_4 0.806 

   

 
SSM_5 0.817 

   

 
SSM_6 0.801 

   

 
SSM_7 0.812 

   

 
SSM_8 0.773 

   

  SSM_9 0.830       

 
The next test was performed to measure discriminant validity. It is used to check whether instruments for different 

variables measure different aspects. It is to ensure that the instruments for different variables are not the same, both 

theoretically and numerically. This study used the Heterotrait-Monotrait (HTMT) method for investigating discriminant 

validity (see Table 3). According to Hair et al. (2011), the HTMT value should be less than 0.90 to indicate significant 

discriminant validity among the constructs. The results confirmed that the recommended threshold was achieved, and 

discriminant validity was established. 

 

Table 3. Discriminant Validity 

 
Construct Critical 

Reading 

Skills 

Perceived 

Role of 

Teachers 

Reading 

Comprehension 

Student 

Learning 

Strategies 

Student Self-Management 

Critical Reading Skills 
   

Perceived Role of Teachers 0.108 
    

Reading Comprehension 0.419 0.378 
   

Student Learning Strategies 0.360 0.399 0.506 
  

Student Self-Management 0.348 0.381 0.450 0.448   

 
The next step was to test for collinearity among the independent variables. This test is performed to check whether 

the independent variables are highly correlated with the dependent variable. This study used variance inflation factor (VIF) 

values to assess collinearity in the data (see Table 4). According to Hair et al. (2011), a variance inflation factor (VIF) of 

less than 5 indicates the absence of collinearity in the data. The study found no collinearity issues, as all values were less 

than 5. 

 

Table 4. Collinearity Assessment 

 
Construct Perceived Role 

of Teachers 

Reading 

Comprehension 

Student Learning 

Strategies 

Student Self-Management 

Critical Reading Skills 1 1.177 1 1 

Perceived Role of Teachers 
 

1.225 
  

Reading Comprehension 
    

Student Learning Strategies 
 

1.361 
  

Student Self-Management   1.345     

 

The second step was to evaluate the hypotheses' findings. It was checked by performing the structural model. In 

Smart PLS, the structural model is analyzed with PLS Bootstrapping. This study used a sub-sample of 5000 to test the 

hypotheses at the 0.05 significance level. The structural model is displayed in Figure 3. 

 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
61 

 

Figure 3. Structural Model 

 

While analyzing the data, the study found that H1 was rejected, and critical reading skills had no impact on the 

perceived role of the teacher. On the other hand, H2 was accepted, and it was found that critical reading skills affect student 

self-management. H3 was also accepted in this study, which found that critical reading skills affect student learning 

strategies. The study also confirmed H4, reporting that critical reading skills affect reading comprehension. Moreover, H5 

found that the perceived role of the teacher affects reading comprehension. H6 was also accepted, confirming that student 

self-management affects reading comprehension. Finally, the study confirmed H7 and found that student learning strategies 

affect reading comprehension. The results of direct path analysis using the structural model are shown in Table 5. 

 

Table 5. Direct Paths 

 
Relationships Original sample Standard deviation T statistics P values 

Critical Reading Skills -> Perceived Role of Teachers 0.097 0.056 1.723 0.085 

Critical Reading Skills -> Reading Comprehension 0.218 0.046 4.721 0.000 

Critical Reading Skills -> Student Learning Strategies 0.322 0.045 7.101 0.000 

Critical Reading Skills -> Student Self-Management 0.319 0.048 6.624 0.000 

Perceived Role of Teachers -> Reading Comprehension 0.165 0.046 3.588 0.000 

Student Learning Strategies -> Reading Comprehension 0.249 0.050 5.007 0.000 

Student Self-Management -> Reading Comprehension 0.183 0.049 3.760 0.000 

 
The findings of the mediating analysis were also tested and reported in Table 6. H8 was confirmed, and the 

perceived teacher role was found to mediate between critical reading skills and reading comprehension. Furthermore, the 

study confirmed H9 and reported that student self-management mediates the relationship between critical reading skills and 

reading comprehension. Finally, the study confirmed H10, finding that student learning strategies mediate the relationship 

between critical reading skills and reading comprehension. 

 

 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
62 

Table 6. Mediating Paths 

 
Relationships Original 

sample 

Standard 

deviation 

T statistics P values 

Critical Reading Skills -> Perceived Role of Teachers -> Reading Comprehension 0.016 0.011 1.486 0.137 

Critical Reading Skills -> Student Self-Management -> Reading Comprehension 0.058 0.017 3.434 0.001 

Critical Reading Skills -> Student Learning Strategies -> Reading Comprehension 0.080 0.019 4.323 0.000 

 

In the final section of the analysis, the study tested the model's predictive relevance. It was tested with the PLS 

Blindfolding assessment (see Figure 4). According to Hair et al. (2011), the Q2 value, which represents predictive relevance, 

should be above 0. The findings of this study confirmed that the model has significant predictive relevance as the 

recommended threshold was achieved (see Table 7). Therefore, the model in this study was considered significant and 

predictive. 

 

Figure 4. Blindfolding 

 

Table 7. Predictive Relevance 

 
Construct SSO SSE Q² (=1-SSE/SSO) 

Critical Reading Skills 1975 1975 0 

Perceived Role of Teachers 2370 2356.882 0.006 

Reading Comprehension 1975 1535.05 0.223 

Student Learning Strategies 2370 2209.764 0.068 

Student Self-Management 3555 3327.054 0.064 

 

DISCUSSIONS 

This study contributes to the newly developed relationships in the literature, previously ignored by scholars. The findings 

of this study are compared with those of previous studies. At first, the study found that H1 was rejected and that critical 

reading skills had no impact on the perceived role of the teacher. Although this relationship is new in the literature, a 

comparison with previous studies was conducted. According to Cong et al. (2024), critical reading ability is related to how 

students view  the role of their teacher in the learning process. When students engage with text analytically and critically, 

they come to view their  teachers more as facilitators of information than as providers (Ding et al., 2024). The study by Dai 

and Liu (2024) discussed how it creates a learning experience that is more dynamic and learner-centered, where learners 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
63 

become owners of  their own education. Therefore, when learners critically assess information, they look to teachers for 

help sharpening the  analytical process, not for the answers themselves (Feng et al., 2023a). As a result, students are more 

independent  in their learning but also regard their teachers as mentors and facilitators. 

On the other hand, H2 was accepted, and it was found that critical reading skills affect student self-management. 

Although this relationship is new in the literature, a comparison with previous studies was conducted. The study by Cheng 

and Zhang (2025) found that learners with well-developed critical reading skills are better able to be  in charge of their 

education. Furthermore, Dai and Wu (2022) noted that developing critical reading skills, such as analyzing and interpreting 

, requires students to practice self-discipline, goal-setting, and time management. At the same time, Chiang (2024) 

highlighted that analyzing texts encourages students to be more autonomous learners, capable of self-regulating  their study 

skills. Therefore, this allows them to create learning objectives, review their own process to assess how well they are doing, 

and, if necessary, pivot their  approach (Ding, 2024). 

H3 was also accepted in this study, which found that critical reading skills affect student learning strategies. 

Although this relationship is new in the literature, a comparison with previous studies was conducted. According to 

Derakhshan and Gao (2025), students learn effective learning strategies that contribute to  their academic success through 

this critical reading process. The study by Dan et al. (2024) found that reading skills enable them to use strategies such as 

summarizing, taking  notes, and asking questions to enhance their understanding. While it is up  to critical readers to 

connect the dots and forge relationships between ideas, thus enhancing their ability to retain and generalize across contexts 

(Feng et al., 2023b). As a result, this ensures that students are much more strategic in their approach to their studies, helping 

them  digest information more effectively and perform better (Cheong et al., 2023). 

The study also confirmed H4, reporting that critical reading skills affect reading comprehension. Although this 

relationship is new in the literature, a comparison with previous studies was conducted. While Derakhshan and Bai (2025) 

argued that critical reading skills significantly impact students' reading comprehension by helping them read with a purpose 

rather than simply accepting the content presented . Furthermore, Du et al. (2024) noted that critical readers interrogate 

content, scrutinize arguments, and evaluate evidence,  thereby enhancing their understanding. Additionally, Gao and Shen 

(2021) discussed that critical reading nurtures inferencing, the ability to read between the lines and comprehend underlying 

meanings (Fu & Zhang, 2025). Furthermore, these skills make their comprehension academic and reliable, as students 

practice critical reading, which enables them to assess the credibility  of information. 

Moreover, H5 found that the perceived role of the teacher affects reading comprehension. Although this relationship 

is new in the literature, a comparison with previous studies was conducted. According to Fan and Xie (2025), when students 

see teachers as supportive guides, they are  more likely to ask for help and have meaningful conversations about texts. 

Moreover, Gan et al. (2022) noted that providing structured support , including questioning and critical thinking, helps 

teachers help students approach complex readings with more confidence. In addition, a good teacher-student relationship, 

as Dan and Li (2024) discussed, creates motivation,  making students more willing to put in work on their reading 

assignments. In contrast, Chicherina et al. (2020) reported that an instructor who promotes analytical discussion and nurtures 

independent thought  enables students to examine reading materials with greater autonomy and confidence, thereby 

accelerating their understanding. 

H6 was also accepted, confirming that student self-management affects reading comprehension. Although this 

relationship is new in the literature, a comparison with previous studies was conducted. The study by Cui et al. (2023) found 

that reading  comprehension requires self-management skills and the ability to monitor and control how you study and 

learn. Learners who can self-regulate are  better able to deal with very complex reading materials (Derakhshan et al., 2023). 

Deng (2024) highlighted that self-regulated learners take the initiative to recognize their challenges  and pursue tactics to 

enhance their learning. According to Feng (2024), engagement increases when students take responsibility for their  

learning as they work through reading challenges. To sum up, students become more  engaged with the text, develop a more 

analytical approach to understanding, and improve their self-management skills. 

The study found that H7 is confirmed and that student learning strategies affect reading comprehension. Although 

this relationship is new in the literature, a comparison with previous studies was conducted. According to Dewaele and Li 

(2021), effective learning strategies help students think about and  retain information, thereby improving reading 

comprehension. However, Deng et al. (2024) highlighted that this structured approach to reading teaches students to 

summarize, take structured notes, question the text, and visualize what they are  reading. Furthermore, Du and Zhang (2022) 

reported that techniques such as concept mapping also help outline and  connect ideas, making complex texts progressively 

more digestible. According to Feng et al. (2023a), without learning strategies, students will struggle to derive meaning from 

texts. 

H8 was confirmed, and the perceived teacher role was found to mediate between critical reading skills and reading 

comprehension. Although this relationship is new in the literature, a comparison with previous studies was conducted. The 

study by Gao and Tay (2023) found that when students critically engage with texts, they  use their teachers to refine their 

conceptualizations and approaches. Moreover, Gao (2024) reported that when  a teacher creates a classroom environment 

conducive to asking questions and discussing texts, students are significantly more likely to read meaningfully. Therefore, 

a teacher can bridge critical reading and comprehension and  shape how analytical skills are applied to reading. According 

to Gao and Tay (2023), a good teacher can guide students from merely listing textual details to making meaningful  

interpretations and evaluations of the content. 

Furthermore, the study confirmed H9 and reported that student self-management mediates the relationship between 

critical reading skills and reading comprehension. Although this relationship is new in the literature, a comparison with 



Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
64 

previous studies was conducted. According to Fu and Zhang (2025), through critical reading, students learn the critical 

power of being thoughtful about the written word. Furthermore, Gan et al. (2022) noted that self-management helps students  

apply that critical power routinely as learning occurs. At the same time, Gao and Shen (2021) reported that students who do 

not self-manage their  reading efforts may read superficially, avoiding deeper engagement with texts. Therefore, owning 

their learning enables students to think about  texts critically and draw out additional meaning, leading to better 

comprehension (Chen & Zhang, 2022). 

Finally, the study confirmed H10, finding that student learning strategies mediate the relationship between critical 

reading skills and reading comprehension. Although this relationship is new in the literature, a comparison with previous 

studies was conducted. According to Feng (2024), critical reading  skills enable students to analyze and evaluate texts, 

while learning strategies help them categorize and retain this information effectively. Gao (2024) noted that students have 

a  range of analytical skills, but without effective strategies, they may not be able to turn that analysis into meaning. 

Consequently, learning strategies provide a link  between critical reading skills and deeper comprehension by helping 

students approach texts in an organized, productive way (Chen, 2024). According to Feng et al. (2023b), a rich arsenal of 

learning strategies enables students to engage with texts in active, meaningful ways,  making it easier for them to learn and 

retain complex ideas. 

 

CONCLUSIONS  

This study aimed to investigate the role of critical reading skills in predicting reading comprehension and examine how the 

perceived role of teachers, student self-management, and student learning strategies contribute to this relationship. To 

conclude, the study addresses the gaps in the literature and achieves its objective while testing the hypothesis. The research 

contributes to knowledge that critical reading skills have no impact on the teachers' perceived role. In contrast, they have a 

significant impact on student self-management, student learning strategies, and reading comprehension. Furthermore, the 

study found that perceived teacher role, student self-management, and student learning strategies significantly impact 

reading comprehension. In addition, the mediating roles of perceived teacher role, student self-management, and student 

learning strategies were found to be significant in the relationship between critical reading skills and reading comprehension. 

The study has practical value for stakeholders, practitioners, teachers, and students in understanding the roles of critical 

reading skills, the perceived role of the teacher, student self-management, and student learning strategies, which are 

necessary for improving the reading comprehension of Chinese students. In a nutshell, the findings of this study are 

noteworthy for Chinese EFL students seeking to improve their English reading comprehension. 

The contributions of this research are significant in the body of knowledge, but it also has some limitations. The 

study added to the knowledge that critical reading skills are important for student self-management and learning strategies. 

However, the previous studies paid no attention to these relationships. Therefore, the contributions to literature are 

significant based on these study findings. In addition, the study contributes to the literature by showing that critical reading 

skills are unrelated to teachers' perceived roles. Although the hypothesis in this study was rejected, the study has significant 

contributions to the literature. Moreover, the study advanced the literature by reporting that the perceived role of the teacher, 

student self-management, and learning strategies have a significant influence on reading comprehension. Previous studies 

in the literature did not discuss these relationships. Significantly, the study contributes to understanding the mediating roles 

of the perceived teacher role, student self-management, and learning strategies. Based on these contributions, the study 

significantly enriched the body of knowledge. 

The study at first collected data only from Beijing and Shanghai. Although it has representation from China, 

collecting data from rural areas could yield different findings. Therefore, researchers are advised to target different 

geographic locations for data collection. Furthermore, the study found that critical reading skills do not affect teachers' 

perceived role. Future studies are recommended to investigate this relationship with the mediating role of student learning 

self-efficacy. Hence, the new understanding would be incorporated into the body of knowledge through future studies. 

Finally, this research collected cross-sectional data due to time limitations. At the same time, the scholars are motivated to 

collect longitudinal data in the future to understand the mediating roles of the perceived teacher role, student self-

management, and student learning strategies. Hence, working in these directions would help scholars interpret the findings 

more effectively. 
 

 

Author Contributions: Conceptualization, G.Z. and R.B.M.R.; Methodology, G.Z. and R.B.M.R.; Software, G.Z.; Validation, R.B.M.R.; Formal 
Analysis, G.Z.; Investigation, G.Z.; Resources, R.B.M.R.; Data Curation, G.Z.; Writing – Original Draft Preparation, G.Z.; Writing – Review & Editing, 

R.B.M.R.; Visualization, G.Z.; Supervision, R.B.M.R.; Project Administration, R.B.M.R.; Funding Acquisition, R.B.M.R. Authors have read and agreed 

to the published version of the manuscript. 

Institutional Review Board Statement: Ethical review and approval were waived for this study because the research does not involve vulnerable groups 

or sensitive issues. 

Funding: This research was supported by the Humanities and Social Sciences Research Project of Chongqing Municipal Education Commission (Project 
No.: 21SKSZ034). 

Acknowledgments: The authors thank all participants in this study. 

Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 
Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 

due to restrictions. 

Conflicts of Interest: The authors declare no conflict of interest. 

 

 



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APPENDICES 

Appendix A: Questionnaire 
Perceived Role of Teacher Items  

  I like it when the teacher tells me what to do.  

  I like the teacher to tell me what my difficulties are.  

  I like the teacher to be more of a facilitator.  

  I can learn without the teacher's direct support.  

  If given the opportunity, I would like to negotiate which 

activities to do in class. 

  I feel worried about learning on my own as I need a teacher to tell me if I am doing well. 

Student Self-Management I can learn English successful  
ly.  

  

I am confident in my learning ability.  

  I can learn well.  

  I am willing to take responsibility for my learning.  

  Making mistakes is part of my learning.  

  I encourage myself to participate in class, even if I am afraid I will make mistakes. 

https://doi.org/10.14746/ssllt.31733
https://doi.org/10.1177/13621688211014538
https://doi.org/10.1080/09571736.2022.2098366
https://doi.org/10.1111/ejed.12739
https://doi.org/10.18178/ijiet.2024.14.9.2151
https://doi.org/10.1177/21582440221094584
https://doi.org/10.1016/j.system.2024.103589
https://doi.org/10.1177/13621688221146887
https://doi.org/10.1515/iral-2023-0087
https://doi.org/10.1007/s40299-023-00787-1
https://doi.org/10.1177/07410883241303921
https://doi.org/10.18823/asiatefl.2022.19.1.3.35
https://doi.org/10.1017/S0958344020000142
https://doi.org/10.1016/j.system.2023.103091


Zhang et al., Bangladesh Journal of Multidisciplinary Scientific Research 11(1) (2026), 55-68

 

 
68 

  When I feel stressed about my learning, I know what to do. 

  I create the best conditions for learning.  

  I am resilient, not easily discouraged, and I persevere.  

Student Learning Strategies I have my own ways of testing how much I have learned.  

  I can identify my learning strengths and weaknesses.  

  I evaluate how well I can use English.  

  I know how to organize my learning time more 
effectively. 

  I know how to choose the strategy of learning that suits 

Me best and use it. 

  I can describe the learning strategies that I use.  

Critical Reading Skills I can identify the author's main argument and supporting details in a reading passage. 

  I critically evaluate the credibility of sources when reading academic texts. 

  I analyze different perspectives and biases in the texts I read. 

  I can distinguish between fact and opinion in complex reading materials. 

  I question and reflect on the deeper meaning of texts rather than accepting information at face value. 

Reading Comprehension I can understand the main idea of an English passage without difficulty. 

  I accurately infer the meanings of unfamiliar words from context. 

  I can summarize key points of a reading passage in my own words. 

  I understand implicit meanings and hidden messages in English texts. 

  I can follow complex sentence structures and long passages without confusion. 

 
 

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