The impact of reading instruction on EFL learners’ motivation and reading proficiency
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The present study investigated changes in reading motivation and proficiency among Korean EFL university students and explored motivational factors associated with reading performance. Eighty-eight students enrolled in a one-credit English reading course responded to a reading motivation questionnaire adapted from Mori (2002) and took a reading proficiency test at the beginning and end of the semester. Structured reading instruction during the semester was designed to enhance engagement and comprehension. A paired-samples t-test revealed significant gains in four motivational dimensions—curiosity, involvement, social purpose, and efficacy—and in overall reading proficiency. Multiple regression analysis indicated that social purpose motivation positively predicted reading proficiency, whereas curiosity demonstrated a negative association, implying that interest without goal-oriented reading strategies may not lead to higher test outcomes.
Abstract
The present study investigated changes in reading motivation and proficiency among Korean EFL university students and explored motivational factors associated with reading performance. Eighty-eight students enrolled in a one-credit English reading course responded to a reading motivation questionnaire adapted from Mori (2002) and took a reading proficiency test at the beginning and end of the semester. Structured reading instruction during the semester was designed to enhance engagement and comprehension. A paired-samples t-test revealed significant gains in four motivational dimensions—curiosity, involvement, social purpose, and efficacy—and in overall reading proficiency. Multiple regression analysis indicated that social purpose motivation positively predicted reading proficiency, whereas curiosity demonstrated a negative association, implying that interest without goal-oriented reading strategies may not lead to higher test outcomes.