The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China

Abstract

This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierarchical cluster analysis, and t tests. The EFA generated three scales, one for intrinsic motivation (i.e., the Efficacy and Engagement scale) and two for extrinsic motivation (i.e., the Utility Value scale and the Academic Value scale). The correlation analyses showed that only the Efficacy and Engagement scale was significantly correlated with reading proficiency. The cluster analysis identified two groups of students, who differed in the three motivation scales as their motivational profiles. Based on the motivational profiles, differences on strategy use, frequency, and proficiency in English were also observed.