The Relationship Between College Students’ EFL Proficiency and Their Motivation of EFL Extensive Reading in Taiwan.

MA3C0214-Ainsley

• Outline

• 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

inadequately understood.– Motivation is a force that makes people do (or not

do) something (Day & Bamford, 1998)Reading motivation

Reading amount & Reading breadth

Academic achievement

• Introduction

• The contribution of L2 language proficiency to L2 reading.

• Alderson (1984), “reading in a foreign language: a reading or language problem?”

L1 reading ability

• L2 proficiency

L2 reading ability

• Linguistic Threshold Hypothesis

• (Clark, 1979; Cummings, 1979)

• 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

Reading

Writing

Vocabulary

Spelling

Syntactic knowledge

Good reading habits

Listening proficiency

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 motivation.

MRQ

Competence & reading efficacy

Achievement values &

goals

Social aspects of reading

• Methodology

135 Taiwanese college freshmen from 3 classes(45 students per class)

Reading Materials (Graded Readers)

The Motivation for Reading in English Questionnaire (MREQ)

Practice TOEIC

Reading Comprehension Test

Participants

Instruments

MREQ Practice TOEICExtensive Reading

Program Starts

After 1 MonthReading

Comprehension Test

Procedure

• 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

• 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: