Abstract. The connections between music and language still need to be clarified in educational terms. Despite a large body of literature on the common mechanisms underlying their function in learning, memory, and other related factors, there is a lack of robust research on their combined potential. Bilingual education and musical instruction have been shown to facilitate reading in a foreign language. Our study aims to shed light on their potential for second language reading and their relationship to self-efficacy, a key factor in the complex field of foreign language learning. We examined the silent reading of 252 secondary school students in Spain to determine whether bilingual instruction, musical training, and self-efficacy influenced silent second language reading fluency (L2 SRF). Our analysis of variance (ANOVA) shows that bilingual instruction had the greatest influence of the three groups analyzed, followed by musical training and the standard group. Self-efficacy was also included in the multivariate analysis of variance (MANOVA) model as a covariate and was shown to influence L2 SRF. The study also revealed a significant influence of bilingual and musical instruction on self-efficacy, which may partially explain its effect on L2 SRF.
How to cite. Ávila-López, J., & Espejo Mohedano, AR (2022). Second language reading and self-efficacy in bilingual and musical instruction: A study of reading ability. International Journal of Bilingual Education and Bilingualism, 25(8), 3084–3097. https://doi.org/10.1080/13670050.2021.2005530
