A Study of Motivation and Strategy Use in Reading among EFL College Students

• Main Authors: Wei-Ching Hung, 洪瑋璟
• Other Authors: Shwu-Mei Hwang
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/07423045380721636602

碩士 === 國立屏東商業技術學院 === 應用英語系(所) === 101 === Reading is an essential skill in learning second language. Most Taiwanese students, however, are passive learners in reading so that they lacked of sufficient reading experiences. Therefore, applying proper strategies becomes important. To date, limited related literatures examined on majors and proficiency levels in reading motivation and reading strategy use. The aim of this study examined the differences of reading motivation and reading strategy use on difference majors and proficiency levels among college freshmen. Three majors with 140 EFL College students were recruited in this study. Instruments included one reading motivation questionnaire, one reading strategy questionnaire, and two GEPT reading comprehension tests (basic and intermediate levels). Interviews were also conducted to obtain qualitative information. Results showed college students used more curiosity in intrinsic motivation and competition in extrinsic motivation whereas they used fewer work avoidance in competence and efficacy and enjoyment in intrinsic motivation. College students employed more evaluating in metacognitive strategies whereas they employed fewer comprehending/memory in cognitive strategies. Applied English majors adopted more extrinsic and social motivation than Information Management and International Trade majors. However, there was no significant difference in reading strategy use among the three majors. For Applied English majors, high-proficiency learners adopted more extrinsic motivation than low-proficiency ones. Nevertheless, no significant difference among proficiency levels on reading motivation between Information Management and International Trade majors. In reading strategy use, there was no significant difference among proficiency levels in the three majors. For pedagogical implications, English teachers should encourage students to elicit their motivation and instruct more strategies to learners when necessary so that students know how to apply appropriate strategies in reading.