The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading

Journal article


Han, Feifei. (2019). The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading. Revista de lingüística teórica y aplicada. 57(1), pp. 33-50. https://doi.org/10.4067/S0718-48832019000100033
AuthorsHan, Feifei
Abstract

[English] This paper reports the results of a study on the relations among motivation, the amount of out-of-class reading, and achievement in foreign language reading among 322 English language learners in the Chinese tertiary setting. Motivation in English reading was measured by five scales representing intrinsic and extrinsic motivation components. The amount of out-of-class English reading consisted of academic and non-academic English reading. Achievement in English reading was tested by a reading section of a practice College English Test Band-4. The results showed that intrinsic motivation comprised of involvement and avoidance, and extrinsic motivation comprised of utility value, academic value, and recognition value. The path analysis, which examined the extent to which motivation and the amount of reading contributed to achievement in English reading, revealed that the amount of academic English reading was the only significant direct predictor to achievement in English reading, but intrinsic motivation indirectly contributed to achievement in English reading with the amount of academic English reading being a mediator.

[Español] Este documento informa sobre un estudio sobre las relaciones entre la motivación, la cantidad de lecturas extraescolares y los logros en lectura en idiomas extranjeros entre 322 estudiantes de inglés en un entorno terciario chino. La motivación en la lectura en inglés se midió mediante cinco escalas que representan componentes de motivación intrínseca y extrínseca. La cantidad de lecturas de inglés fuera de la clase consistió en lecturas académicas y no académicas de inglés. El logro en lectura en inglés fue probado por una sección de lectura de una práctica College English Test Band-4. Los resultados mostraron que la motivación intrínseca comprendía la participación y la evitación, y la motivación extrínseca comprendía el valor de utilidad, el valor académico y el valor de reconocimiento. El análisis de la trayectoria, que examinó hasta qué punto la motivación y la cantidad de lectura contribuyeron al logro en la lectura en inglés, reveló que la cantidad de lectura académica en inglés fue el único factor predictivo directo significativo para el logro en la lectura en inglés. Sin embargo, la motivación intrínseca contribuyó indirectamente al logro en inglés con la cantidad de lectura académica en inglés como mediador.

Keywordsmotivation in FL reading; amount of out-of-class reading; achievement in reading; English language learners; mediator; motivación en la lectura de FL; cantidad de lecturas fuera de clase; logro en la lectura; los estudiantes del idioma inglés; mediador
Year2019
JournalRevista de lingüística teórica y aplicada
Journal citation57 (1), pp. 33-50
PublisherFaculty of Humanities and Art, University of Concepcion
ISSN0718-4883
Digital Object Identifier (DOI)https://doi.org/10.4067/S0718-48832019000100033
Scopus EID2-s2.0-85091156437
Research or scholarlyResearch
Page range33-50
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
OnlineJul 2019
Publication process dates
Deposited08 Aug 2022
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