아동 영어 학습자의 읽기 동기와 읽기 숙달도의 관계 = Relationships between Child Learners’ Reading Motivation and Reading Proficiency in English.

다국어 초록 (Multilingual Abstract)

This study aims to identify key factors of Korean elementary school students’ reading motivation for a second/foreign language (L2), and assesses the effects of these factors on L2 reading proficiency. The participants consisted of 40 EFL elementary students in South Korea. They were assessed through a questionnaire measuring L2 reading motivation and their TOSEL standardized reading proficiency test. Principal factor analysis revealed seven components of reading motivation: instrumental, communication and information searching, reading habit, intrinsic, family attitudes toward reading, parental support, and integrative motivation. Regression analysis identified parental support as a significant predictor of students’ L2 reading proficiency, underscoring the crucial role of parental involvement in enhancing L2 reading skills. These findings offer valuable pedagogical insights, highlighting the multidimensional nature of L2 reading motivation and emphasizing the pivotal role of parental support in fostering L2 reading proficiency among child L2 learners.