政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/132483
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 114401/145431 (79%)
造訪人次 : 53130106      線上人數 : 724
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/132483


    題名: THE JOINT EFFECTS OF READING MOTIVATION AND READING ANXIETY ON ENGLISH READING COMPREHENSION: A CASE OF TAIWANESE EFL UNIVERSITY LEARNERS
    作者: Chen, Po-Hsuan
    貢獻者: 臺灣英語教學期刊
    關鍵詞: reading motivation ； reading anxiety ； English reading comprehension
    日期: 2019-10
    上傳時間: 2020-11-11 15:11:26 (UTC+8)
    摘要: The present study aimed at exploring the joint effects of reading motivation and reading anxiety on English reading comprehension in the Taiwanese English as a foreign language (EFL) context. To this end, a total of 140 (26 males, 114 females) EFL freshmen from required General English I courses at a university in southern Taiwan satisfactorily completed the English Reading Comprehension Test, the Motivation for Reading Questionnaire, and the Foreign Language Reading Anxiety Scale. The results revealed that reading anxiety was found to be the best predictor of reading comprehension, followed by extrinsic reading motivation, while intrinsic reading motivation failed to predict reading comprehension directly. Intrinsic reading motivation had an indirect effect on reading comprehension through the mediation of extrinsic reading motivation. Moreover, EFL learners having high reading motivation (intrinsic and extrinsic motivation together) and low reading anxiety were more likely to receive the best reading results, while EFL learners having low reading motivation and high reading anxiety tended to receive the worst reading results. Finally, for successful reading, high reading motivation tended to compensate for the reading ineffectiveness caused by high reading anxiety, and low reading anxiety had a tendency to compensate for the reading ineffectiveness caused by low reading motivation. To help EFL learners effectively cope with their reading difficulties, EFL instructors should adopt an appropriate teaching methodology to enhance learners` reading motivation and to alleviate their reading anxiety while delivering reading instruction.
    關聯: 臺灣英語教學期刊, 16(2), 1-39
    資料類型: article
    DOI 連結: https://doi.org/10.30397/TJTESOL.201910_16(2).0001
    DOI: 10.30397/TJTESOL.201910_16(2).0001
    顯示於類別:[臺灣英語教學期刊 THCI] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    4.pdf741KbAdobe PDF2229檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋