The purpose of the current study is to present a class model of SQ3R instruction, which consists of 5 stages of reading strategy, Survey, Question, Read, Recite, Review for foreign language learning and to investigate its effects on learners’ self-efficacy and their reading comprehension. Five reading steps of reading strategy were instructed associated with skill practices, annotating, note-taking and summary outlining. A total of 23 students in a college academic reading class participated in the study. Students’ self-selected academic reading materials were used for the course. Reading self-efficacy survey and the academic reading part of IELTS practice test were conducted before and after the instruction. Student products such as annotated texts and reaction writing as well as portfolios were collected and analyzed. The survey and academic reading test results indicated that the learners’ reading self-efficacy and their reading ability were improved and that the students seemed to have gained more confidence in academic reading.

I. Introduction
 II. Literature Review
  1. Self-Efficacy
  2. SQ3R Reading Instruction
 III. Method
  1. Participants and Setting
  2. Data Collection and Analysis
  3. SQ3R Instruction
 IV. Results
  1. Improvement of Academic Reading Ability
  2. Improvement of Reading Self-Efficacy
 V. Conclusion
 References
 Appendix

• Miran Yang(Dong-ah Institute of Media and Arts) Frist Author
• Kyunghye Kim(Hanyang University) Corresponding Author