Motivation, Engagement, Strategy Use, and L2 Reading Proficiency in Iranian EFL Learners: An Investigation of Relations and Predictability

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-09-06 DOI:10.1080/02702711.2022.2113943

Maedeh Ghavamnia, Zohreh Kashkouli

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Abstract

Abstract The present study aimed to explore the relationship between reading motivation, reading engagement, strategy use, and L2 reading proficiency and the predictability of the first three factors on L2 reading proficiency in a group of Iranian EFL learners. The participants were selected based on a nonrandom purposive sampling technique. They were asked to complete the MRQ, reading engagement questionnaire, the SILL, and an IELTS reading test. The data were analyzed using the SPSS software. The findings indicated that there existed a meaningful positive relationship between reading motivation and L2 reading proficiency as well as reading engagement and L2 reading proficiency. There did not exist a positive relationship between strategy use and L2 reading proficiency. The results also revealed that reading motivation and reading engagement predicted the L2 reading proficiency of the participants. Furthermore, a significant difference existed among the low, intermediate, and high-proficient L2 readers in terms of reading motivation and reading engagement. Implications of the study are presented in the article.

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伊朗英语学习者的动机、参与度、策略使用与二语阅读水平的关系与可预测性研究

摘要本研究旨在探讨一组伊朗英语学习者的阅读动机、阅读参与度、策略使用和二语阅读水平之间的关系，以及前三个因素对二语阅读能力的可预测性。参与者是根据非随机目的抽样技术选择的。他们被要求完成MRQ、阅读参与度问卷、SILL和雅思阅读测试。使用SPSS软件对数据进行分析。研究结果表明，阅读动机与二语阅读水平、阅读参与度与二语学习水平之间存在显著的正相关关系。策略使用与二语阅读水平之间不存在正相关关系。研究结果还表明，阅读动机和阅读参与度可以预测参与者的二语阅读水平。此外，低、中、高熟练二语读者在阅读动机和阅读参与度方面存在显著差异。文章介绍了这项研究的意义。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.