The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation

Abstract

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience (TE) framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit 419 undergraduate English for academic purposes (EAP) students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed.

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Academic word coverage and language difficulty of reading passages in College English Test and Test of English for Academic Purposes in China

“…Gao and Cui (2021) conducted a three-year-long case study to trace an English teacher's journey in EAP reform from the perspective of conceptual metaphor theory and identity research, hoping to "help push policymakers to open diversified education programs for preservice teachers to meet the new expectations of Chinese society better" (p. 9). Abdollahzadeh et al (2022) explored the potential relationships between L2 motivation and transformative engagement in academic reading among undergraduate EAP learners and suggested that teachers, policymakers, and material and curricula developers should pay much attention to L2 motivation of students to engage them successfully in academic reading skill development. Moreover, Yapp et al (2021) insisted that L2 reading strategy interventions should be extended to higher education institutions in the future.…”