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Relationships among reading motivation, reading strategy use, and proficiency in EFL readers’ learning

  • Modern English Education
  • Abbr : MEESO
  • 2016, 17(4), pp.159-180
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : November 30, 2016

Heejae Shin 1

1성결대학교

Accredited

ABSTRACT

The study aims at finding out whether there are relationships among reading motivation, reading strategy use, and reading proficiency of university students enrolled in EFL reading classes. 168 Students completed two instruments such as modified Mori’s inventory and the SORS along with their background information and the scores of TOEIC reading comprehension. A series of t-tests, Pearson’s product moment correlation, and ordinary least squares regressions were conducted. The results showed that readers’ reading motivation and strategy use were of moderate level for overall. There was also a moderate correlation between overall reading motivation and reading strategy use; revealing, the higher reading motivation, the higher the tendency to use high level reading strategy. Moreover, overall reading motivation was moderately and positively associated with students’ reading proficiency. More specifically, Intrinsic Value of Reading (IVR) was most significantly associated with reading proficiency. On the other hand, overall and all subcategories of reading strategy use were not significantly related to their reading proficiency. Among all reading motivation categories and all reading strategy categories, IVR and Reading Efficacy (RE) were found to be predictors of reading proficiency. Grounded in this understanding, implications of these findings for promoting effective reading instruction are discussed.

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