Reading motivation and reading comprehension in Chinese and English among bilingual students |
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| Authors: | Dan Lin Ka Ki Wong and Catherine McBride-Chang |
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| Institution: | (1) The Hong Kong Institute of Education, Hong Kong, China;(2) Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong; |
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| Abstract: | One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related
to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures
of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity, involvement, recreation,
and social-peer attitudes were significantly higher for L1 as compared to EFL reading. No difference across EFL and L1 was
found for the motivational subscales in the areas of school grades, instrumentalism, and social-family attitudes. Furthermore,
instrumentalism was particularly strongly correlated with EFL reading comprehension, whereas recreation had the highest association
with L1 reading comprehension. The eight subscales collectively explained 16% variance in Chinese and 12% variance in English
reading comprehension. Results underscore the importance of different types of motivation for reading comprehension and the
different roles each motivational aspect may play in L1 and EFL reading. |
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