Interface Among Motivation, Strategy Application, Comprehension, and Attribution: An Examination of Taiwanese Adolescent Readers of English-as-a-Foreign-Language
學年 109
學期 2
出版（發表）日期 2021-06-24
作品名稱 Interface Among Motivation, Strategy Application, Comprehension, and Attribution: An Examination of Taiwanese Adolescent Readers of English-as-a-Foreign-Language
作品名稱（其他語言） 動機、策略運用、理解力和歸因關係之研究: 以台灣青少年英語讀者為例
著者 Yau, Jia-ling
單位
出版者
著錄名稱、卷期、頁數 English Teaching and Learning 46,　p.101–114
摘要 Adopting a social-cognitive perspective, this study aims to explore the relationships among reading motivations, strategy use, literacy performance, and causal attributions in a second/foreign language (L2/FL) context. These relationships, especially as they concern L2/FL readers in secondary education, remain infrequently examined. Three hundred and ninety-six Taiwanese high-school students, including 208 boys and 188 girls, participated in the study. The instruments used included three questionnaires presented in Mandarin Chinese (the participants’ first language), as well as an English-as-a-Foreign-Language (EFL) literacy test. The questionnaires measured L2 learners’ intrinsic and extrinsic motivations, rates of strategy use, and causal attributions, respectively. The EFL test assessed the participants’ knowledge of words, phrases, and sentence structures, as well as their ability to understand English passages. The structural equation modeling (SEM) was performed to examine the relations between those factors. The results showed positive and significant relationships among the factors examined. Reading motivations had a direct effect on strategy use, as did strategy use on L2 performance. Equally important, L2 performance also had a significant direct effect on causal attributions, which, in turn, had a significant effect on reading motivations. The findings support the contention that reading comprehension involves a coordination of motivational processes with cognitive and metacognitive operations (Allen & Hancock, 2008; Schunk, 1989).
關鍵字 self-regulation;second/foreign language reading;reading motivation;causal attribution;secondary education
語言 en_US
ISSN 2522-8560
期刊性質 國外
收錄於 ESCI Scopus
產學合作
通訊作者 Yau, Jia-ling
審稿制度 是
國別 DEU
公開徵稿
出版型式 ,電子版
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/124292 )