Psychological Attributes in Foreign Language Reading: An Explorative Study of Japanese College Students

Autor/inn/en	Mikami, Hitoshi; Leung, Chi Yui; Yoshikawa, Lisa
Titel	Psychological Attributes in Foreign Language Reading: An Explorative Study of Japanese College Students
Quelle	In: Reading Matrix: An International Online Journal, 16 (2016) 1, S.49-62 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Foreign Countries; Psychological Patterns; Student Motivation; Beliefs; Emotional Response; Second Language Learning; English (Second Language); Reading Skills; Questionnaires; Student Surveys; Statistical Analysis; Correlation; Classification; Self Efficacy; Anxiety; Measurement Techniques; Likert Scales; College Students; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Belief; Glaube; Emotionales Verhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Fragebogen; Schülerbefragung; Statistische Analyse; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Self-efficacy; Selbstwirksamkeit; Angst; Messtechnik; Likert-Skala; Collegestudent
Abstract	This study explores the internal structure of psychological attributes (i.e., motivation, belief and emotion) related to foreign language reading (FLR) (hereafter FLR attributes) and checks the utility of existing FLR attribute measurements for the specific learner group (i.e., Japanese university students studying English as their foreign language). 63 students who fall into the above learner group responded to the questionnaire survey. The results of descriptive statistics and correlation analysis uncover the following: (a) five out of nine indexes are in need of measurement reconstruction and revalidation; (b) the taxonomy of learning motivation proposed by the self-determination theory is partially confirmed in that lack of motivation is a different motivational facet from more internalized ones; (c) FLR motivation can develop along with the self-efficacy belief in FLR (RSE); and (d) anxiety toward FLR shows its sensitivity toward the changes in learners' motivational states and the degree of RSE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01