Relationship between reading motivation and English language proficiency among Vietnamese English majors at a Vietnamese University

Abstract

As Vietnam gives more importance to English as a chief skill for academic and professional progress, this research has a look at the association between reading motivation and English proficiency of the third-year English-major students at Ho Chi Minh City University of Industry and Trade. Through a quantitative descriptive-correlational design, data were collected from 186 students with the help of a validated reading motivation questionnaire. The descriptive results showed that students had a moderate overall reading motivation, with extrinsic reasons, mainly academic and test compliance, being stronger than intrinsic enjoyment. A one-way ANOVA showed that reading motivation significantly differed across proficiency levels. Higher proficiency was associated with stronger and more autonomous motivation. Thus, the results tell us that there is a cycle of mutual reinforcement between English proficiency and reading motivation. Additionally, the study from the pedagogic point of view emphasizes the need for teaching methods that develop the learner’s intrinsic motivation by connecting reading activities to their interests, giving them control and making the activities communicatively relevant.