A research on English leisure reading of college students' motivation, anxiety, and strategies: a case study of Fu Jen Catholic University

• Main Authors: Wang Feng Wei, 王豐瑋
• Other Authors: Tseng Shu-Hsien
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/61623776979894814321

碩士 === 輔仁大學 === 圖書資訊學系 === 98 === Recently, reading is getting considerable attentions not only from nations of the world but also from people in general. There is general agreement that reading literacy may be of crucial importance for developing the core competency, especially in the era of knowledge economy. However, in the surveys of the reading habits in Taiwan, the results show that the reading literacy performance of Taiwan is not good as expected, and people do not take the initiative in reading. Therefore, knowing reading process well is a crucial first step toward promoting reading. This study focuses on investigating English leisure reading of college students’ motivation, anxiety, and strategies. Investigation of this research is based on questionnaires; the statistical methods are population statistics variables, reading behaviors, reading experience, reading motivation, reading anxiety, and reading strategies. The subjects are 450 college students from Fu Jen Catholic University. The major findings are summarized as follows: First, curiosity, information seeking, practical reading, social aspects of reading, competition, and recognition are ones of the motivations of college students’ English leisure reading. Furthermore, vocabulary and grammar anxiety holds the highest means of the use, followed by reading confidence anxiety and language distance anxiety. Moreover, problem-solving strategies hold the highest means of the use, knowledge and perceived effectiveness, followed by support reading strategies and global reading strategies. Results indicate significant differences to gender, grades and department on their reading motivation. Provided different student background variables, i.e. gender, grade, and department, there are no significant differences on student’s reading anxiety and reading strategies, except reading anxiety on variable department. According to research results, some suggestions are proposed to different parties as follows: To college students: (1)improve college students’ reading motivation through increasing opportunities of leisure reading; (2) improve college students’ attitudes and habits toward leisure reading. To library: (1) focus that the collection should meet college students’ need; (2) market library collections and recommend good books; (3) establish English reading club; (4) actively hold reading activities; (5) ease college students’ reading anxiety by guided reading programs; (6) strengthen the training courses of reading strategies. To school: (1) teachers combine teaching program and English leisure reading to promote reading conjointly; (2) the collection acquisition is appropriate toward the reading list recommended by teachers with the request of college students; (3) utilize rewards to promote college students English leisure reading.