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

SUBMITTER: Abdollahzadeh E 

PROVIDER: S-EPMC9558267 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature