Korean EFL Students’ Learning Motivation in Reading and Listening
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초록
This study explored various aspects of English reading and listening motivation of Korean university students and how each motivation related to their English reading and listening proficiency respectively. The relationship between English reading motivation and listening motivation was also examined. The participants completed an English reading motivation questionnaire and a listening motivation questionnaire and took a TOEIC style practice test three times during a semester as measurement of their English proficiency. The students’ reading motivation and listening motivation were found to be multidimensional. The prominent factors for English reading motivation were Reading Efficacy, Enjoyment of Reading, Extrinsic Value of Reading, Interests in Reading Materials, and Reading Challenge. The factors identified for English listening motivation were Listening Challenge, Listening Involvement, Interests in Listening Materials, and Extrinsic Value of Listening. Among the reading motivation factors,Reading Efficacy predicted the students’ reading proficiency to a certain degree, and Listening Avoidance predicted the variance of listening proficiency. When the responses to the corresponding items in reading and listening questionnaires were compared, many items were correlated significantly. Based on the results, pedagogical suggestions were presented.
Abstract
This study explored various aspects of English reading and listening motivation of Korean university students and how each motivation related to their English reading and listening proficiency respectively. The relationship between English reading motivation and listening motivation was also examined. The participants completed an English reading motivation questionnaire and a listening motivation questionnaire and took a TOEIC style practice test three times during a semester as measurement of their English proficiency. The students’ reading motivation and listening motivation were found to be multidimensional. The prominent factors for English reading motivation were Reading Efficacy, Enjoyment of Reading, Extrinsic Value of Reading, Interests in Reading Materials, and Reading Challenge. The factors identified for English listening motivation were Listening Challenge, Listening Involvement, Interests in Listening Materials, and Extrinsic Value of Listening. Among the reading motivation factors,Reading Efficacy predicted the students’ reading proficiency to a certain degree, and Listening Avoidance predicted the variance of listening proficiency. When the responses to the corresponding items in reading and listening questionnaires were compared, many items were correlated significantly. Based on the results, pedagogical suggestions were presented.
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