The Relationship Between College Students’ EFL Proficiency
and Their Motivation of EFL Extensive Reading in Taiwan.
MA3C0214-Ainsley
Outline
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Introduction
Literature Review
– Extensive Reading
– Contribution of Second Language Proficiency
to Second Language Reading
– Nature of EFL Reading Motivation
Purpose of Study
Research Questions
Methodology
– Participants
– Instruments
– Procedure
References
Introduction
• The importance of EFL learning
• The importance of EFL reading
• Typical EFL reading classes:
– little attention is paid to helping students develop into
skilled readers. Rather, the passage is used to transition to
a grammar lesson, vocabulary review, and/or other skill
practice related to speaking, listening, and writing
Introduction
• The importance of including Extensive
Reading in foreign language curricula
• Learners can “learn to read by reading”:
positive effects of extensive reading on L2
reading ability and linguistic competence.
(Smith, 1997)
Introduction
• Motivation:
– the role in developing EFL reading skills is
Academic
inadequately understood.
achievement
Reading
– Motivation is a force
that
amount
& makes people do (or not
do) something (DayReading
& Bamford, 1998)
breadth
Reading
motivation
Introduction
• The contribution of L2 language proficiency to
• Linguistic Threshold
L2 reading.
L1 reading Hypothesis
• (Clark, 1979;
• Alderson (1984),
in aCummings,
foreign1979)
ability“reading
language: a reading or language problem?”
• L2
proficiency
L2 reading
ability
Literature Review-Extensive Reading
• “reading gain without reading pain” (Day&
Bamford, 1998), extensive reading aims to
make covering large amounts of reading
material enjoyable for students.
• Positive effects of extensive reading on
learners: attitudes and motivation
Literature Review-Extensive Reading
• Gains in various aspects of learners' abilities:
General
linguistic
proficiency
Vocabulary
Good reading
habits
Reading
Spelling
Listening
proficiency
Writing
Syntactic
knowledge
Reading
fluency
Literature Review-L2 proficiency
• There are constraints of L2 language
proficiency on L2 reading.(Donin, Graves and
Goyette, 2004)
• Both L1 reading ability and L2 proficiency
contributed significantly to L2 reading
ability.(Lee & Schallert , 1997)
Literature Review-Motivation
• Wigfield and Guthrie (1995) developed the
Motivation for Reading Questionnaire (MRQ)
in order to investigate
the
construct
of
reading
MRQ
motivation.
Competence Achievement
& reading
values &
efficacy
goals
Social
aspects of
reading
Methodology
Extensive
MREQ
Practice TOEIC
Reading
Participants 135 Taiwanese college freshmen from 3 classes(45
Programstudents
Starts per class)
Instruments
Reading Materials (Graded Readers)
Reading
The MotivationComprehension
for Reading in English Questionnaire
(MREQ)
After 1 Month
Practice TOEIC
Test
Reading Comprehension Test
Purpose of Study
• To investigate the impacts of EFL reading
motivation and proficiency of Taiwanese
college students on EFL extensive reading
Research Questions
What’s the relationship between
students’ EFL proficiency and their
reading motivation of extensive reading?
What influence will extensive reading
contribute to students’ EFL proficiency
and their reading motivation?
What are other factors which will
influent students’ reading motivation of
extensive reading?
Reference
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Alderson, J. C. (1984). Reading in a foreign language: A reading or a language
problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign
language (pp. 1–24). London: Longman.
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time
outside school. Reading Research Quarterly, 23, 285-303.
Angelos, S., & McGriff, N. (2002). Tracking students’ reading progress. Knowledge
Quest, 30, 44-46.
Apple, M. T. (2005). Extensive reading and the motivation to read: A pilot study. Doshisha Studies in Language and
Culture, 8, 193–212.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13. Retrieved
September 17, 2007, from http://www.readingmatrix.com/archives.html
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical and classroom
perspectives. Norwood, NJ: Ablex.
Blunsdon, B., Reed, K., & McNeil, N. (2003). Experiential Learning in Social Science Theory: An investigation of
the relationship between student enjoyment and learning. Journal of Further and Higher Education, 27(1), 3-14.
Brooks, G., Schagen, I. & Nastat, P. (1997). Trends in Reading at Eight. Slough: