The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation
dc.contributor.author | Abdollahzadeh, E | |
dc.contributor.author | Amini Farsani, M | |
dc.contributor.author | Zandi, M | |
dc.date.accessioned | 2023-01-30T09:39:14Z | |
dc.date.issued | 2022-09-29 | |
dc.date.updated | 2023-01-29T02:14:27Z | |
dc.description.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. | en_GB |
dc.format.extent | 944650- | |
dc.format.medium | Electronic-eCollection | |
dc.identifier.citation | Vol. 13, article 944650 | en_GB |
dc.identifier.doi | https://doi.org/10.3389/fpsyg.2022.944650 | |
dc.identifier.uri | http://hdl.handle.net/10871/132365 | |
dc.identifier | ORCID: 0000-0001-7560-7948 (Abdollahzadeh, Esmaeel) | |
dc.language.iso | en | en_GB |
dc.publisher | Frontiers Media | en_GB |
dc.relation.url | https://www.ncbi.nlm.nih.gov/pubmed/36248441 | en_GB |
dc.rights | © 2022 Abdollahzadeh, Amini Farsani and Zandi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | en_GB |
dc.subject | L2 motivational self-system | en_GB |
dc.subject | L2 self | en_GB |
dc.subject | disciplinary variations | en_GB |
dc.subject | reading skill | en_GB |
dc.subject | transformative experience | en_GB |
dc.title | The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2023-01-30T09:39:14Z | |
dc.identifier.issn | 1664-1078 | |
exeter.article-number | ARTN 944650 | |
exeter.place-of-publication | Switzerland | |
dc.description | This is the final version. Available on open access from Frontiers Media via the DOI in this record | en_GB |
dc.description | Data availability statement: The original contributions presented in this study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author. | en_GB |
dc.identifier.eissn | 1664-1078 | |
dc.identifier.journal | Frontiers in Psychology | en_GB |
dc.relation.ispartof | Front Psychol, 13 | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2022-08-22 | |
dc.rights.license | CC BY | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2022-09-29 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2023-01-30T09:37:52Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2023-01-30T09:39:18Z | |
refterms.panel | C | en_GB |
refterms.dateFirstOnline | 2022-09-29 |
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Except where otherwise noted, this item's licence is described as © 2022 Abdollahzadeh, Amini Farsani and Zandi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.