An Ecological Understanding of L2 Reading Motivation: The Case of Chinese Tertiary-Level Students in an Elective Extensive Reading Course

Authors

  • Jingjing Zheng

    1. School of Foreign Studies, Hunan University of Humanities, Science and Technology, Loudi 417099, China; 2. Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor
  • Laura Christ Dass

    Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor
  • Maizura Mohd Noor

    Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor

DOI:

https://doi.org/10.30564/fls.v6i6.7464
Received: 8 October 2024 | Revised: 23 October 2024 | Accepted: 25 October 2024 | Published Online: 9 December 2024

Abstract

Previous studies have identified a range of learner factors and factors within more immediate contexts that affect students’ motivation in L2 extensive reading (ER) programs. However, much remains to be known about the effect of sociocultural factors on L2 reading motivation, especially in instructed ER settings. To address the issue, the paper adopted Bronfenbrenner’s Ecological Systems Theory to investigate factors impacting Chinese undergraduates’ L2 reading motivation in an elective ER course. Data were collected from semi-structured interviews, classroom observation and reading logs. In addition to factors identified by previous studies, our study further revealed that learner factors like characteristics, and contextual factors like past EFL learning experiences at the mesosystemic level, class time and course evaluation at the exosystemic level, collectivism and face concern at the macrosystemic level, and novelty at the chronosystemic level also exerted influence on students’ L2 reading motivation in the ER course. Pedagogical implications were suggested to improve ER instruction and cultivate students’ L2 reading motivation.

Keywords:

Reading Motivation; Extensive Reading; Ecological Systems Theory; Contextual Factors; Learner Factors

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How to Cite

Zheng, J., Christ Dass, L., & Noor, M. M. (2024). An Ecological Understanding of L2 Reading Motivation: The Case of Chinese Tertiary-Level Students in an Elective Extensive Reading Course. Forum for Linguistic Studies, 6(6), 503–515. https://doi.org/10.30564/fls.v6i6.7464

Issue

Vol. 6 , Iss. 6 (December 2024)

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