An investigation of reading attitudes, motivation and reading anxiety of undergraduate students

Name: Kanyaporn Torudom

keyword: Reading attitudes

; Reading motivation

; Reading anxiety

; Undergraduate students

Abstract: Reading is a basic skill for all levels of academic requirement leading to good opportunities in learning and work. This research studied reading skills in English in terms of three aspects in order to investigate reading attitudes, reading motivation, and reading anxiety of first-year undergraduate students. Adopting a quantitative approach, the study used Erten’s (2010) Foreign language reading attitudes and motivation scale (FLRAMS) and Saito’s (1999) foreign language reading anxiety scale (FLRAS) as research instruments to survey the participants. Convenience sampling was used in the study. Participants were 494 first-year undergraduate students at one public university in Thailand enrolled in a communication skill in English course. The participants were 124 males and 370 females who had different majors both science major and non-science. The language proficiency of the participants was another factor used to find the differences among group levels. The findings in this study revealed that there was a significant negative correlation between the participants’ reading attitudes and motivation, and reading anxiety. Moreover, the results showed a significant difference between science major and non-science major students in foreign language reading attitudes, motivation and reading anxiety. Another result showed a significant difference between language proficiency levels in foreign language reading attitudes, motivation and reading anxiety. It can be concluded that there were differences between science major, and non-science major students. Moreover, there were differences among the language proficiency levels of students. The pedagogical implications in this study regarded usefulness for instructors and lecturers in terms of understanding students’ differences in reading attitudes, reading motivation, and reading anxiety in order to manage content and styles in teaching when they teach various students in reading English because each group of students are different. The theoretical implications concerned researchers developing new models of foreign language reading attitudes and motivation (FLRAMS) and foreign language reading anxiety (FLRAS) because this study found a correlation between these two models

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pimsiri Taylor

Role: advisor

Created: 2016

Modified: 2021-08-02

Issued: 2021-08-02

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2016.1266

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: English for Careers

Grantor: Thammasat University

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