Taiwanese College EFL Learners' Perceptions of English Reading and Their Motivation to Read
| Autor: | Yu-Han Chen, 陳雨涵 |
|---|---|
| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 Motivation has long been recognized as an important factor in learning. Studies in L1 and L2 have revealed the important role of motivation in language learning. Specifically, Wigfield and Guthrie (1995) divide L1 reading motivation into three categories, which entail eleven sub-components. However, reading motivation in L2 lacks in-depth study. The purpose of the study is to investigate Taiwanese university students’ perceptions of English reading, their reading motivation, and the relationship between English reading and reading achievement. Wigfield and Guthrie’s (1995) theoretical aspects of reading motivation were adapted to the study of EFL students’ reading motivation. A total number of 287 English majors from five intact groups participated in this study. The instrument for assessing students’ reading motivation was taken from “Motivation for Reading Questionnaire” (MRQ; Wigfield & Guthrie, 1995, 1997). Moreover, on a random basis, one student from the top 5% and one from the bottom 5% of English reading grade in each class, resulting in ten students, were selected for interviews for their perceptions of English reading. Pearson Product-moment Correlation Analysis was conducted to examine the relationship between reading motivation and achievement. The results showed that most of reading motivation and achievement are positively and significantly correlated. As for the interview results, these support the notion that students were more inclined to intrinsic motivation, although they are both intrinsically and extrinsically motivated. Furthermore, we can see achievement in more competent and less competent learners vis-a-vis their reading motivation. However, interest still played the most important factor in reading. Based on the findings of this study, it is suggested that teachers should emphasize increasing students’ intrinsic motivation, in order to enhance students’ reading frequency, performance, and engagement in reading. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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