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Modeling the Relationships Among English Instructional Practices, Reading Motivation and Engagement for Chinese College EFL Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Modeling the Relationships Among English Instructional Practices, Reading Motivation and Engagement for Chinese College EFL Students./
Author:	An, Zhujun.
Description:	1 online resource (202 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
Contained By:	Dissertations Abstracts International85-04B.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380412889

Modeling the Relationships Among English Instructional Practices, Reading Motivation and Engagement for Chinese College EFL Students.
An, Zhujun.

Modeling the Relationships Among English Instructional Practices, Reading Motivation and Engagement for Chinese College EFL Students. - 1 online resource (202 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: B.

Thesis (Ph.D.)--University of Macau, 2023.

Includes bibliographical references

Reading development in English as a foreign language (EFL) context has drawn increasing attention from researchers and practitioners. Situated in a Chinese EFL context, the current doctoral research aimed to explore the relationships between perceived English instructional practices, reading motivation and reading engagement among undergraduate EFL students. Due to the lack of a valid instrument for assessing Chinese undergraduate students' perceptions of instructional practices in their English language classes, Study 1 depicts the construction and validation process of a new instrument: English Instructional Practice Scale (EIPS). Two independent samples of 218 and 234 Chinese university students were recruited. The data were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively, to test the psychometric properties of the new scale. The EFA results generated a four-factor structure of the EIPS: strategy-based instruction, transmission-based instruction, motivating tasks, and perceived feedback. CFA results supported the four-factor correlated model with satisfactory model fit. The final EIPS contained 15 items. The significant correlations between the EIPS factors and students' English reading motivation, reading engagement, and learning achievement provided evidence for the concurrent and predictive validity of the EIPS.Study 2 was to examine the relationships between English instructional practices, English reading motivation and engagement in Chinese EFL context. It also explored whether EFL learners with different demographic characteristics (i.e.,gender, institution types, and achievement levels) differed in perceived English instructional practices, reading motivation, and reading engagement. A total of 437 undergraduate students from four higher education institutions in mainland China were included in a cross-sectional study and responded to an online questionnaire. Structural Equation Modelling (SEM) indicated that different reading motivation (i.e., self-efficacy, intrinsic motivation, and extrinsic motivation) and engagement variables (i.e., dedication and avoidance) were driven by the English instructional practices in different ways. All the reading motivation variables were significant and positive contributors to the EFL students' dedication in English reading, while only extrinsic motivation had a significant and negative effect on reading avoidance. Multivariate analyses of variance (MANOVAs) revealed significant mean-level differences in these variables based on gender and English achievement level, but relatively few differences based on institution type.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380412889Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

English instructional practicesIndex Terms--Genre/Form:

554714
Electronic books.

Modeling the Relationships Among English Instructional Practices, Reading Motivation and Engagement for Chinese College EFL Students.
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