Associations between Learners’ Online Reading Engagement, Reading Comprehension, and Reading Motivation
Fatemeh Miri
1
(
)
Saeed Ahmadi
2
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)
Hamideh Taheri
3
(
)
Keywords: Engagement, Online reading engagement, Reading comprehension, Reading engagement, Reading motivation,
Abstract :
The advent of advanced technological platforms has brought about transformations in readers’ comprehension dynamics in online learning environments. Although abundant research has probed into the relationships between engagement, reading comprehension, and reading motivation in reading printed texts, exploring the interrelationships between online reading engagement (ORE), reading comprehension, and reading motivation remain scarce. Accordingly, this study examined associations between EFL learners’ ORE, reading comprehension, and reading motivation. The participants compromised 311 EFL learners who were selected based on their performance on Preliminary English Test (PET). The instruments included a reading comprehension test, ORE scale, and reading motivation questionnaire. The results of parametric Pearson correlation indicated a significantly positive and large relationship between ORE and reading comprehension. Moreover, the results revealed a statistically positive, significant, and large relationship between ORE and reading motivation. The results of multiple regression demonstrated that the cognitive component of ORE was the best predictor of reading comprehension. Furthermore, it was found that the affective component of ORE was the best predictor of reading motivation. Additionally, the findings suggest that fostering both cognitive and emotional aspects of online reading engagement can enhance learners’ overall reading performance and motivation, emphasizing the need for instructional strategies that cater to these dimensions. The results are discussed and implications for language teaching and learning are provided.
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