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EFL University Learners’ Profile of Reading Motivation and Reading CompetenceEFL 배경 대학생들의 영어 읽기 동기 및 읽기 능력 요인들의 관계 분석

Other Titles
EFL 배경 대학생들의 영어 읽기 동기 및 읽기 능력 요인들의 관계 분석
Authors
Kim, JihyeChon, Yuah
Issue Date
Jun-2016
Publisher
한국외국어대학교 영미연구소
Keywords
Reading motivation; Reading involvement; Reading curiosity; Reading efficacy; Goal-oriented reading motivation; 읽기동기; 읽기몰입; 읽기 호기심; 읽기 효능감; 목적지향적 읽기
Citation
영미연구, v.37, pp.203 - 241
Indexed
KCI
Journal Title
영미연구
Volume
37
Start Page
203
End Page
241
URI
https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/154463
ISSN
2508-4135
Abstract
While reading motivation research has predominantly been conducted within the area of L1 reading with children and adolescent learners, this study was to examine how the multidimensional aspects of L2 reading motivation may transpire for L2 EFL university learners. This L2 reading motivation was researched with an adapted version of Motivations for Reading Questionnaire, along with information on the learners’ L2 reading proficiency, L2 general proficiency, reading fluency, and affiliated majors. The factor analysis resulted in the loading of five reading motivation factors (i.e., reading involvement, reading curiosity, learning goal-oriented motivation, utility value, and reading efficacy & competence). The quantitative results demonstrated that the learners’ reading motivation was characterized by goal-oriented reading motivation and utility value of L2 reading. On the other hand, the learners lacked reading involvement toward L2 reading. However, one-way ANOVA revealed that it was reading involvement that produced proficiency group differences. Linear multiple regression indicated goal-oriented motivation to be a significant predictor of language proficiency, and this validated the learners’ endorsement of motivation for instrumental reasons. Implications for increasing L2 reading motivation are discussed in the study.
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CHON, Yuah
COLLEGE OF EDUCATION (DEPARTMENT OF ENGLISH LANGUAGE EDUCATION)
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