Reading motivation in two languages: an examination of EFL college students in Korea

Abstract

This study was designed to identify underlying factors that motivate language learners to read in a foreign language (L2) context. It also examined the relationships between L1 and L2 reading motivation and any differences in reading motivation based on the learners' academic majors and L2 reading proficiency. 259 Korean EFL college students participated in this study. Participants' L1 and L2 reading motivation was measured using a Likert scale questionnaire and their L2 proficiency was estimated by test scores in their reading classes. This study yielded a four-factor solution for L2 reading motivation: learning goal-oriented motivation, intrinsic motivation, avoidance of reading, and utility value of L2 reading. The results indicated that learning goal-oriented motivation and utility value of L2 reading were the two primary indicators for the participants' desire to read in English. The study also demonstrated that the factor-based L2 reading motivation scales correlated with some of the L1 reading motivation scales in the relatively low range but statements about the connection or transfer issue of reading motivation between the two languages must be tentative. All L2 reading motivation scales revealed significant differences between English and non-English majors except in utility value of L2 reading. Furthermore intrinsic and avoidance scales also differed significantly depending on the participants' L2 reading proficiency.

Making Extensive Reading Even More Student Centered

“…6. Teachers as fellow learners (FeimanNemser, 2012;Hill, Ball, & Schilling, 2008;Jacobs & Farrell, 2001 (Dornyei & Ushioda, 2009;Kim, 2011;Renandya, 2014): Learners who develop a powerful image of their ideal future selves and seek to acquire and use tools to realize their ideal future self are more likely to achieve success in their learning.…”

EAP Students’ Reading Motivation of English Academic Expository Texts: A Mixed Methods Design

“…The results also showed that, although these three scales of motivation were all positively and moderately associated with reading amount, only intrinsic motivation appeared to be related to reading achievement, and this relationship was positive. With respect to the connection of reading motivation between first language (L1) and L2, for instance, Kim (2011) examined the relationships between L1 and L2 reading motivation and differences in reading motivation based on the learners" academic majors and L2 reading proficiency. A total of 259 Korean EFL students at university level participated in the study.…”

“…Because some Iranian students lack adequate English reading proficiency for access to academic sources, some of them avoid reading English texts and consequently they are unable to acquire the content of academic courses taught in English (Hashemi et al, 2011;Khajavi & Ketabi, 2012).The reading comprehension problems that they encounter can probably result from a variety of reasons including ineffective use of reading strategies, not appropriately developed teaching methodologies, lack of sufficient technical vocabulary, and motivation to read, to name just a few (Ghyasi, Safdarian & Amini-Farsani, 2011 ;Erfani, Iranmehr & Davari, 2011;Grabe & Stoller, 2002;Kim 2011).…”

“…For example, general reading ability and reading strategies have been frequently studied (see Kim, 2011). By comparison, motivational aspects of L2 reading have received less attention.…”

“…By comparison, motivational aspects of L2 reading have received less attention. Only a small body of empirical research has investigated the affective domain of reading (e.g., Alsheikh & Elhoweris, 2011;Habibian, 2012;Kim, 2011;Lin, Wong & McBride-Chang, 2012;Takase, 2007).…”