1. The Relationship Between College Students’ EFL Proficiency and Their Motivation of EFL Extensive Reading in Taiwan. MA3C0214-Ainsley

2. Outline Introduction Literature Review – Extensive Reading – Contribution of Second Language Proficiency to Second Language Reading – Nature of EFL Reading Motivation Purpose of Study Research Questions Methodology – Participants – Instruments – Procedure References

3. Introduction The importance of EFL learning The importance of EFL reading Typical EFL reading classes: – little attention is paid to helping students develop into skilled readers. Rather, the passage is used to transition to a grammar lesson, vocabulary review, and/or other skill practice related to speaking, listening, and writing

4. Introduction The importance of including Extensive Reading in foreign language curricula Learners can “learn to read by reading”: positive effects of extensive reading on L2 reading ability and linguistic competence. (Smith, 1997)

5. Introduction Motivation: – the role in developing EFL reading skills is inadequately understood. – Motivation is a force that makes people do (or not do) something (Day & Bamford, 1998) Reading motivation Reading amount & Reading breadth Academic achievement

6. Introduction The contribution of L2 language proficiency to L2 reading. Alderson (1984), “reading in a foreign language: a reading or language problem?” L1 reading ability L2 proficiency L2 reading ability Linguistic Threshold Hypothesis (Clark, 1979; Cummings, 1979)

7. Literature Review-Extensive Reading “reading gain without reading pain” (Day& Bamford, 1998), extensive reading aims to make covering large amounts of reading material enjoyable for students. Positive effects of extensive reading on learners: attitudes and motivation

8. Literature Review-Extensive Reading Gains in various aspects of learners' abilities: General linguistic proficiency ReadingWriting Vocabulary Spelling Syntactic knowledge Good reading habits Listening proficiency Reading fluency

9. Literature Review-L2 proficiency There are constraints of L2 language proficiency on L2 reading.(Donin, Graves and Goyette, 2004) Both L1 reading ability and L2 proficiency contributed significantly to L2 reading ability.(Lee & Schallert, 1997)

10. Literature Review-Motivation Wigfield and Guthrie (1995) developed the Motivation for Reading Questionnaire (MRQ) in order to investigate the construct of reading motivation. MRQ Competence & reading efficacy Achievement values & goals Social aspects of reading

11. Methodology 135 Taiwanese college freshmen from 3 classes(45 students per class) Reading Materials (Graded Readers) The Motivation for Reading in English Questionnaire (MREQ) Practice TOEIC Reading Comprehension Test Participants Instruments MREQPractice TOEIC Extensive Reading Program Starts After 1 Month Reading Comprehension Test

12. Purpose of Study To investigate the impacts of EFL reading motivation and proficiency of Taiwanese college students on EFL extensive reading

13. Research Questions What’s the relationship between students’ EFL proficiency and their reading motivation of extensive reading? What influence will extensive reading contribute to students’ EFL proficiency and their reading motivation? What are other factors which will influent students’ reading motivation of extensive reading?

14. Reference Alderson, J. C. (1984). Reading in a foreign language: A reading or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 1–24). London: Longman. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside school. Reading Research Quarterly, 23, 285-303. Angelos, S., & McGriff, N. (2002). Tracking students’ reading progress. Knowledge Quest, 30, 44-46. Apple, M. T. (2005). Extensive reading and the motivation to read: A pilot study. Doshisha Studies in Language and Culture, 8, 193–212. Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13. Retrieved September 17, 2007, from http://www.readingmatrix.com/archives.html Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical and classroom perspectives. Norwood, NJ: Ablex. Blunsdon, B., Reed, K., & McNeil, N. (2003). Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning. Journal of Further and Higher Education, 27(1), 3-14. Brooks, G., Schagen, I. & Nastat, P. (1997). Trends in Reading at Eight. Slough: