Motivational and Strategic Profiles of EFL University Learners as Predictors of L2 Reading Proficiency
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This study explored the relationship between EFL university learners' reading motivation (RM), reading strategies (RS), and reading ability. Participants consisted of advanced (N=48) and low-intermediate learners (N=70). Questionnaires were utilized to collect information on RM and RS. Reading ability was assessed with a reading comprehension test. Regarding RM, Extrinsic Utility Value of L2 Reading was rated at the highest level. RS indicated that the learners perceived Problem- solving Strategies as being most often employed. Multiple regression conducted with RM, RS, and learner affiliated majors indicated that Reading Efficacy, which learners lacked, was a significant predictor of L2 reading. The results indicated that RM and RS were significant predictors of reading ability, however, with different configurations according to proficiency groups.
Abstract
This study explored the relationship between EFL university learners' reading motivation (RM), reading strategies (RS), and reading ability. Participants consisted of advanced (N=48) and low-intermediate learners (N=70). Questionnaires were utilized to collect information on RM and RS. Reading ability was assessed with a reading comprehension test. Regarding RM, Extrinsic Utility Value of L2 Reading was rated at the highest level. RS indicated that the learners perceived Problem- solving Strategies as being most often employed. Multiple regression conducted with RM, RS, and learner affiliated majors indicated that Reading Efficacy, which learners lacked, was a significant predictor of L2 reading. The results indicated that RM and RS were significant predictors of reading ability, however, with different configurations according to proficiency groups.
참고문헌 (31)
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