ArticleFrontiers in psychology2022
The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement.Frontiers in psychology · 2026Article
- Unpacking the mediating effects of language mindset on the relationship between ideal L2 self and learning engagement.Frontiers in psychology · 2026Article
- Article
- Academic word coverage and language difficulty of reading passages in College English Test and Test of English for Academic Purposes in China.Frontiers in psychology · 2023Article
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3 authors.
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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 to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students' level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed.
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