The Effects of Reading Motivation and Reading Strategy Use on L2 Reading Comprehension

要旨

This study investigated how reading motivation and strategies influence L2 reading comprehension. A total of 94 Japanese EFL learners completed the TOEIC, reading motivation, and cognitive and metacognitive reading strategy questionnaires. Principal component analysis of the motivation questionnaires identified three dimensions: reading efficacy, enjoyment, and recognition (seeking acknowledgement). The results of the structural equation model indicated that reading efficacy and strategy use had a direct impact on L2 reading comprehension. Additionally, reading enjoyment indirectly contributed to L2 reading comprehension through the use of cognitive and metacognitive strategies. Conversely, recognition did not significantly influence strategy use or L2 reading comprehension. These findings suggest that intrinsically based motivation plays a more important role in L2 reading comprehension than extrinsically based motivation for Japanese EFL learners. These findings highlight the importance of fostering reading efficacy and enjoyment for L2 learners to improve their reading comprehension.

主題