Exploring the Relationship between Reading Motivation and Reading Ability among Chinese University English Majors

Abstract

Aims: Although many studies have explored the association between reading motivation and reading ability across diverse educational settings, few have focused on Chinese English-major undergraduates. This study aims to examine the relationship between reading motivation and reading ability within this specific context at a Chinese university. Study Design: A cross-sectional design was employed to explore the association between the two constructs. Methodology: Data were collected from 148 English-major undergraduates using measures of the Test for English Majors (Band 4) and the Adult Motivation for Reading Questionnaire. The statistical analysis of Pearson Correlation focused on the strength and direction of the relationship between motivation and proficiency across reading comprehension. Results: The results revealed a significant positive and moderate correlation (r = 0.40, p < .001) between reading motivation and reading ability, indicating that higher motivation is associated with greater reading proficiency. Conclusion: These findings enlighten English language teaching practices in tertiary contexts, highlighting the integration of motivational strategies into literacy instruction when designing language curricula. Recommendations for future research include longitudinal and experimental designs to clarify causal directions, the use of objective and qualitative measures to triangulate motivation data, and cross-cultural studies to explore contextual factors shaping reading motivation and ability.