Development and Validation of a Reading Motivation Survey for English Language Learners

• In Event: Measurement and Validity Issues in Survey Research

Abstract

The purpose of this study was to develop a valid and reliable reading motivation assessment focused specifically for English language learners (ELLs) and create a theoretical model. We compared two theoretical models to determine the best-fitted measurement model to assess ELLs’ reading motivation. The results showed that the four-factor model (integrative, social, instrumental motivation, and attitude) is better than the two-factor model (sociocultural and an internal motivation). Given the findings of the reliability and validity of this assessment tool, more research could be conducted in order to have a better understanding of what motivates ELLs at the intermediate and middle school levels.

Authors

• Maria Selena Protacio, Western Michigan University

• Bong Gee Jang, Oakland University