Measurement invariance of the English reading motivational structure of bilingual and multilingual university students
Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivat...
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| Format: | Article |
| Language: | English |
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Elsevier
2023-12-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844023100922 |
| _version_ | 1797383940499046400 |
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| author | Helta Anggia Andrea Magyar Anita Habók |
| author_facet | Helta Anggia Andrea Magyar Anita Habók |
| author_sort | Helta Anggia |
| collection | DOAJ |
| description | Self-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students. |
| first_indexed | 2024-03-08T21:28:17Z |
| format | Article |
| id | doaj.art-7b140be4d9f446b59b8ced4fa2193736 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-03-08T21:28:17Z |
| publishDate | 2023-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-7b140be4d9f446b59b8ced4fa21937362023-12-21T07:35:00ZengElsevierHeliyon2405-84402023-12-01912e22884Measurement invariance of the English reading motivational structure of bilingual and multilingual university studentsHelta Anggia0Andrea Magyar1Anita Habók2Doctoral School of Education, University of Szeged, Hungary; Corresponding author.Center for Research on Learning and Instruction, MTA-SZTE Digital Learning Technologies Research Group, University of Szeged, HungaryInstitute of Education, University of Szeged, MTA-SZTE Digital Learning Technologies Research Group, HungarySelf-related beliefs can influence language learning motivation. In turn, reading motivation can facilitate self-related beliefs in influencing English reading comprehension (ERC). Additionally, past language learning experience affects future language learning. Thus, this study examined the motivational structure in English reading of 1170 first-year students of 13 universities from nine Indonesian provinces (Mage = 19.3, SD = 0.85). Data were collected at one measurement point using the Motivation for Reading Questionnaire to measure reading self-efficacy, extrinsic motivation, and intrinsic motivation (IM); a four-item self-concept questionnaire; the English Reading Behavior Questionnaire, and an ERC. The study developed and evaluated two hypothesized models on the moderating role of past second language (L2) learning experience. The results of structural equation modeling corroborated the moderating influence of being bilingual and multilingual learners on the motivational variables, although not each of the expected paths fit the model. Among the variables, intrinsic motivation exerted the highest effect on the ERC of Indonesian university students. A difference analysis using one-way analysis of variance (ANOVA) on the motivational variables between the two groups demonstrated that multilingual groups outperformed the bilingual group in nearly all motivational variables. The results implied that categorizing students according to their previous learning experience with a foreign language can help teachers to prioritize their teaching to improve the reading comprehension achievement of students.http://www.sciencedirect.com/science/article/pii/S2405844023100922Self-related beliefsReading motivationEnglish reading behaviorEnglish reading comprehensionBilingualMultilingual |
| spellingShingle | Helta Anggia Andrea Magyar Anita Habók Measurement invariance of the English reading motivational structure of bilingual and multilingual university students Heliyon Self-related beliefs Reading motivation English reading behavior English reading comprehension Bilingual Multilingual |
| title | Measurement invariance of the English reading motivational structure of bilingual and multilingual university students |
| title_full | Measurement invariance of the English reading motivational structure of bilingual and multilingual university students |
| title_fullStr | Measurement invariance of the English reading motivational structure of bilingual and multilingual university students |
| title_full_unstemmed | Measurement invariance of the English reading motivational structure of bilingual and multilingual university students |
| title_short | Measurement invariance of the English reading motivational structure of bilingual and multilingual university students |
| title_sort | measurement invariance of the english reading motivational structure of bilingual and multilingual university students |
| topic | Self-related beliefs Reading motivation English reading behavior English reading comprehension Bilingual Multilingual |
| url | http://www.sciencedirect.com/science/article/pii/S2405844023100922 |
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