Poster #18 - Motivation and Reading Comprehension for Korean EFL Students: Mediating Role of Metacognitive and Metalinguistic Awareness

• In Event: 28.093 - MTCC Poster Session Five
  In Poster Session: 28.093-2 - Research in Reading and Literacy

Abstract

The purpose of the study was to examine direct and indirect relations between reading motivation and second-language (L2; i.e., English) reading comprehension through two sequentially related mediators: metacognitive reading strategy and English morphological awareness among sixth-grade Korean students (N = 173) learning English as a foreign language (EFL). Finding shows that the direct relation of motivation with L2 reading comprehension was not significant. However, the indirect effect via metacognitive reading strategy and morphological awareness was significant. The results suggest that higher reading motivation increased metacognitive reading strategy and then morphological awareness, which, in turn, contributed to L2 reading comprehension. The study supports the theory-driven hypothesized model of reading motivation in relation to L2 reading comprehension for EFL learners.

Authors

• Jackie Eunjung Relyea, Harvard University

• Ju-yeon Kim, International Graduate School of English

• Sae-na Vivianna Han, International Graduate School of English

• Chun-mi Kim, International Graduate School of English