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

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현대영어교육학회 (The Modern English Education Society)|2016.11|현대영어교육 (Modern English Education)|제17권 제4호|pp. 159-180

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참고문헌

키워드

reading comprehension독해reading motivation읽기동기reading strategy use읽기전략사용

초록

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.

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.

참고문헌 (57)

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관련 논문AI추천

Insights into Korean EFL Students’ Reading Motivation, Proficiency, and Strategy Use박정연한국영어교육학회 · 영어교육2015 · 제70권 제1호EFL 학습자의 읽기 능력, 동기, 전략 사용 간의 관계이정원현대영어교육학회 · 현대영어교육2017 · 제18권 제1호Motivational and Strategic Profiles of EFL University Learners as Predictors of L2 Reading Proficiency전유아언어과학회 · 언어과학연구2017 · 제83호The impact of reading instruction on EFL learners’ motivation and reading proficiency김지혜언어과학회 · 언어과학연구2025 · 제114호The Impact of Korean University EFL Learners’ Reading Strategies and Motivations on Performance김영상팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호What If Learners Are Not Involved in Reading? Reading Ability and Reading Motivation of EFL Learners김지혜, 전유아한국영어교육학회 · 영어교육2019 · 제74권 제1호

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