ADAPTATION AND VALIDATION OF THE READING MOTIVATION QUESTIONNAIRE FOR CHINESE UNIVERSITY EFL LEARNERS
DOI:
https://doi.org/10.35631/IJEPC.1162045Keywords:
Reading, Motivation, Questionnaire Adaptation, Questionnaire Validation, EFL, University StudentsAbstract
Reading motivation is a key factor in sustaining engagement and persistence in reading. However, most existing instruments were developed for first language learners and have rarely been rigorously validated in English as a foreign language (EFL) context. Guided by Self-Determination Theory, this study adapted the Self-Regulation Questionnaire for Reading Motivation (SRQ-Reading Motivation; De Naeghel et al., 2012) and validated it in a Chinese EFL learners. A total of 718 valid responses were collected from students at a regional university in Central China. The sample was randomly divided for exploratory factor analysis (EFA; N = 366) and confirmatory factor analysis (CFA; N = 352). EFA yielded a three-factor structure comprising 15 items, representing intrinsic motivation, identified motivation, and controlled motivation for EFL reading. This structure accounted for 73.89% of the total variance, with factor loadings ranging from 0.558 to 0.926. After one item with a low factor loading was removed, CFA indicated that the three-factor model demonstrated a good fit (GFI = 2.642, GFI = 0.927, CFI = 0.967, IFI =0.967, TLI = 0.959, NF = 0.948, RMSEA = 0.068). The adapted version of the questionnaire was named SRQ-EFL Reading Motivation. This study provides a theoretically coherent and psychometrically sound tool for assessing EFL reading motivation among Chinese university students. Practically, the validated questionnaire can support motivation diagnosis and inform the design of instructional practices that foster autonomous forms of EFL reading motivation in tertiary EFL contexts.
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