Motivational changes in an English foreign language online reading context

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Hsin-Chou Huang
Cite this article:  Huang, H. (2013). Motivational changes in an English foreign language online reading context. Social Behavior and Personality: An international journal, 41(5), 715-720.


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I investigated how reading online affects English foreign language (EFL) learners’ motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori’s study, was administered to ascertain students’ motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students’ motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.

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