Anggia Helta, Habók Anita
Doctoral School of Education, University of Szeged, Szeged, Hungary.
Institute of Education, Digital Learning Technologies Incubation Research Group, University of Szeged, MTA-SZTE Digital Learning Technologies Research Group, Szeged, Hungary.
Sci Rep. 2025 Mar 11;15(1):8373. doi: 10.1038/s41598-025-92326-9.
Online extensive reading has been shown to improve English reading comprehension and related motivational factors. However, few studies have examined the structural relationship between affective variables and reading comprehension in this platform. Thus, this study designed an online extensive reading program to examine this relationship and the affective behavior of a sample of university students. Clustered random sampling was used to select two experimental groups (N = 120, N = 130) and a control group (N = 100), who were requested to take the Test of English as a Foreign Language reading comprehension pre-and post-tests and complete online surveys about self-beliefs, reading motivation, and English reading behavior. Based on the findings, the experimental groups significantly outperformed the control group in reading comprehension. Meanwhile, reading self-efficacy predicted intrinsic and extrinsic motivation, but self-concept only predicted extrinsic drive. Although there was no correlation between extrinsic or intrinsic motivation and English reading comprehension, only the latter mediated self-efficacy with English reading behavior. Surprisingly, reading behavior did not mediate intrinsic motivation and reading comprehension. The findings imply that internal motivation and reading behavior cannot guarantee students' reading comprehension achievement.
在线泛读已被证明能提高英语阅读理解能力及相关动机因素。然而，很少有研究探讨该平台上情感变量与阅读理解之间的结构关系。因此，本研究设计了一个在线泛读项目，以检验这种关系以及一组大学生样本的情感行为。采用整群随机抽样法选取了两个实验组（N = 120，N = 130）和一个对照组（N = 100），要求他们参加英语作为外语的阅读理解前测和后测，并完成关于自我信念、阅读动机和英语阅读行为的在线调查。基于研究结果，实验组在阅读理解方面的表现显著优于对照组。同时，阅读自我效能感预测了内在动机和外在动机，但自我概念仅预测了外在驱动力。虽然外在或内在动机与英语阅读理解之间没有相关性，但只有后者在自我效能感与英语阅读行为之间起中介作用。令人惊讶的是，阅读行为并未在内在动机和阅读理解之间起中介作用。研究结果表明，内在动机和阅读行为并不能保证学生在阅读理解方面取得成绩。
