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What If Learners are not involved in reading? Reading ability and Reading Motivation of EFL Learners

Title
What If Learners are not involved in reading? Reading ability and Reading Motivation of EFL Learners
Author
전유아
Keywords
reading motivation; English reading proficiency; reading efficacy; reading involvement; reading for grades
Issue Date
2019-03
Publisher
한국영어교육학회
Citation
영어교육, v. 74, NO 1, Page. 75-94
Abstract
During reading instruction, sustaining learners’ reading motivation (RM) may be a challenge but a requisite when the goal is to keep learners reading. In the context of the present study, it was examined as to how RM may be sustained in a reading course. For this purpose, information on learners’ RM was collected in a semester-long university reading course with 118 Korean learners of English at the pre- and post-instructional stages of reading. RM was assessed with Motivations for Reading Questionnaire before and after reading instruction. Results indicated that reading involvement had decreased for all learners whereas the less skilled learners demonstrated an increase of reading efficacy and a drop in reading for grades. A linear multiple regression further indicated that reading efficacy was a significant predictor of reading proficiency only for the skilled learners. Implications are presented on how reading needs to be conducted by allowing learners to choose their own materials, which in turn may have an effect on developing more robust forms of RM.
URI
http://www.dbpia.co.kr/journal/articleDetail?nodeId=NODE07627920&language=ko_KR#nonehttp://repository.hanyang.ac.kr/handle/20.500.11754/106068
ISSN
1017-7108
DOI
10.15858/engtea.2019.03.74.1.75
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > ENGLISH LANGUAGE EDUCATION(영어교육과) > Articles
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