Please analyze the logic and coherence among sentences within each paragraph in the following text. Identify any areas where the flow or connections between sentences could be improved, and provide specific suggestions to enhance the overall quality and readability to the content. Please make it longer than the original text.
Please only provide the text after improving and then give a list of the improvements in Chinese. Please improve the following text:   Table 2 provides information on nine indicators of self-efficacy related to reading comprehension monitoring ability. For each indicator, the table presents the mean value (WM) of the responses, ranging from 1 to 4, and the corresponding interpretation of the respondents’ agreement or disagreement with the statement. Additionally, the rank of each indicator is provided based on the mean values. The composite mean value of all indicators is also provided, indicating an overall agreement among the respondents.
Indicator 1 ranked the highest among all indicators, indicating that the respondents generally have confidence in their ability to understand what they read. This finding aligns with previous research on self-efficacy in reading comprehension among non-English majors. A study by Jin (2017) found that Chinese non-English majors tend to have positive self-perception of their reading ability, which contributes to their successful comprehension. Indicator 3 ranked second, indicating that the respondents generally have confidence in their ability to use context clues to understand difficult words. This finding aligns with previous research on the importance of context clues in reading comprehension. A study by Ma and Xie (2019) highlighted the significance of context clues in enhancing word comprehension among non-English majors. Indicator 4 ranked third, indicating that the respondents generally have confidence in their ability to assess their level of comprehension while reading. This finding is supported by previous research on metacognitive awareness in reading comprehension. 
On the other hand, Indicator 7 ranked eighth, indicating that the respondents have a lower level of confidence in their ability to understand technical jargon and academic language. This result is consistent with previous research findings on the challenges faced by non-English majors in understanding specialized language. A study by Luo and Xu (2015) emphasized the need for targeted instruction to improve non-English majors’ comprehension of technical jargon. A study by Zhang and Zhang (2014) highlighted the need for explicit reading instruction targeted at higher-level reading skills to improve non-English majors’ comprehension of challenging texts.
The results of Table 2 provide valuable insights into the reading comprehension monitoring ability of Chinese non-English majors in terms of self-efficacy. The top-ranked indicators reflect high self-efficacy beliefs in understanding and comprehending written texts (Indicator 1). This aligns with Bandura’s social cognitive theory, which posits that individuals with high self-efficacy in reading are more likely to engage actively with the content and employ effective monitoring strategies (Panadero & Jonsson, 2013).
Among the lowest-ranked statements, indicators 7 and 2 indicate a lack of confidence in understanding technical jargon, academic language, and self-correcting misunderstandings while reading. This finding suggests that Chinese non-English majors may face challenges when reading complex texts and specialized vocabulary (Panadero & Jonsson, 2013). It is important to note that these students are non-native English speakers, and their self-efficacy in dealing with academic language and challenging texts may be influenced by their English proficiency level and exposure to academic materials in English.
The conflicting results between the high self-efficacy in understanding what is read and the lower self-efficacy in understanding technical jargon and reading challenging texts can be explained by several factors. First, individuals may feel more confident in their ability to comprehend general texts because they have had more exposure to everyday language and familiar topics (Bong, 2017). However, technical jargon and challenging texts may require specific domain knowledge and vocabulary that Chinese non-English majors may not possess, leading to lower self-efficacy in understanding them.
Additionally, it is possible that the teaching and learning context of these non-English majors may not adequately address the development of self-efficacy in dealing with technical jargon and challenging texts. Previous research has emphasized the importance of explicit instruction and strategies for dealing with academic language and complex texts (Adesope et al., 2011). Therefore, it would be beneficial for educators to incorporate targeted instruction and interventions to enhance self-efficacy in understanding technical jargon and engaging with challenging texts among non-English majors.
In conclusion, the findings from table 2 suggest the need for targeted interventions that focus on developing self-efficacy in understanding academic language and engaging with complex texts. By addressing these areas, educators can enhance the reading comprehension monitoring ability of non-English majors and promote their overall academic success.