Affective Predictors of English Reading Fluency in Digital Extensive Reading: Evidence from Korean EFL Young Learners
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This study investigated the relationship between affective factors (motivation, confidence, attitude, and interest) and Englishreading fluency development in a four-week digital extensive reading (ER) program for Korean EFL young learners. A total of 39students—20 upper elementary and 19 lower secondary school— participated in the program using multimedia e-books. Readingfluency was assessed via pre- and post-tests, measuring reading speed and comprehension. Affective factors were also assessedusing a 16-item pre- and post-survey. Quantitative data were analyzed through correlation and multiple regression, complementedby thematic analysis of qualitative data from observation logs and open-ended responses. The findings revealed confidence as thestrongest predictor of reading fluency gains. Interest and motivation correlated with fluency gains, but lacked statistically significantpredictive power, and attitude showed no significant relationship. Qualitative data further suggested that elementary learners builtconfidence through external reinforcement, such as feedback and multimodal activities, while secondary learners fostered selfefficacyvia repeated individual reading. This research underscores the pivotal role of self-efficacy in digital ER contexts, advocatingfor targeted strategies that foster learner confidence to optimize fluency development across different age groups.
Abstract
This study investigated the relationship between affective factors (motivation, confidence, attitude, and interest) and Englishreading fluency development in a four-week digital extensive reading (ER) program for Korean EFL young learners. A total of 39students—20 upper elementary and 19 lower secondary school— participated in the program using multimedia e-books. Readingfluency was assessed via pre- and post-tests, measuring reading speed and comprehension. Affective factors were also assessedusing a 16-item pre- and post-survey. Quantitative data were analyzed through correlation and multiple regression, complementedby thematic analysis of qualitative data from observation logs and open-ended responses. The findings revealed confidence as thestrongest predictor of reading fluency gains. Interest and motivation correlated with fluency gains, but lacked statistically significantpredictive power, and attitude showed no significant relationship. Qualitative data further suggested that elementary learners builtconfidence through external reinforcement, such as feedback and multimodal activities, while secondary learners fostered selfefficacyvia repeated individual reading. This research underscores the pivotal role of self-efficacy in digital ER contexts, advocatingfor targeted strategies that foster learner confidence to optimize fluency development across different age groups.