Master of Arts
Dr. Stephen A Bird
This study was conducted to explore and examine whether there are different motivational tendencies among Chinese English as a Second Language (ESL) students with different reading proficiency levels, and the identity transformations they may have experienced during the process of their ESL learning. The quantitative results demonstrate statistically significant differences between two groups of participants (high proficiency vs. low proficiency), and participants’ reading motivation levels are positively correlated with their previous reading proficiency levels. Furthermore, the qualitative semi-structured interviews indicate that participants’ self-perceived motivation toward reading in English is mainly academic, and they are experiencing a certain level of identity transformation in the process of learning in an authentic English speaking environment.
Zhao, Binru, "Motivation, Identity and L2 Reading: Perceptions of Chinese ESL Students in Canada" (2016). Electronic Thesis and Dissertation Repository. 4189.