Tác động của động lực và thái độ đến hiệu suất đọc hiểu tiếng Anh của sinh viên

Abstract

Reading skills play a crucial role in university students' learning and cognitive development, especially for foreign language learners. This study explores the impact of motivation and attitude on students' reading performance in a university setting. Based on theories of learning motivation (Dörnyei, 2001) and attitudes toward reading, the research surveys a group of non-English major students to assess the relationship between intrinsic and extrinsic motivation, positive/negative attitudes toward reading, and reading comprehension ability.

The findings indicate that high learning motivation and a positive attitude are significantly correlated with better reading comprehension outcomes. Students with clear goals and a positive mindset tend to perform better in reading, whereas those lacking motivation or holding negative attitudes face more difficulties in understanding and analyzing texts. Additionally, the study suggests several teaching strategies to enhance students' reading motivation, including using diverse materials, integrating technology, and fostering a positive learning environment.

The study's conclusions emphasize the importance of motivation and attitude in improving reading skills and propose solutions to enhance university students' reading performance, particularly in foreign language learning contexts.