Understanding EFL Students’ Reading Motivation and Online Reading Practice in Relation to Their Reading Achievement in a Full Online Learning Context

Abstract

The study aims to reveal the correlation between students' reading motivation, online reading practice, and reading proficiency. The participants of the study are students of Academic Reading Class in one of Islamic University in Kediri, East Java Indonesia. The data are collected through reading motivation questionnaire based on the Motivation for Reading English Questionnaire (MREQ), online reading practice questionnaire adapted from Putro and Lee (2017) and reading proficiency test. The result shows that high-reading motivation students do not necessarily have high reading achievement. On the other hand, students who do more frequent reading online have higher reading achievement. As a result of multiple regression analysis, both reading motivation and online reading practice give a potential contribution to the students' reading proficiency. EFL teachers and students are suggested to maximize the internet facilities to explore the information provided to support the students' reading activity.