| Developing advanced reading ability is essential for the success of English for Academic Purposes (EAP) students. Research in first language (LI) reading has shown that motivation plays an important role in students' reading development over time. The role of motivation in second language (L2) reading, however, has been a relatively unexplored area. To fill the gap, this study posed four research questions that addressed (a) the multidimensionality of EAP reading motivation, (b) distinct motivational patterns among groups of students, (c) relationships between motivation and learner variables, and (d) associations between motivation and L2 text comprehension.;To answer these research questions, an L2 reading motivation questionnaire was developed based on the concepts of intrinsic and extrinsic motivation proposed by Self-Determination Theory. The questionnaire was piloted, revised, and then administered---together with an L2 text comprehension test---to 2,018 students enrolled in 53 English language programs at U.S. colleges and universities. (Data from 1,400 of the 2,018 participants, from 52 programs, were analyzed for this study.);Results indicated that EAP students' L2 reading motivation consisted of five dimensions: intrinsic motivation and four different types of extrinsic motivation. In addition, five distinct motivational profiles were identified among the students. Students' motivational tendencies varied to some extent according to their sex, L1, purpose for coming to the U.S., L2 proficiency, and reading amount. Intrinsic Motivation was the only dimension that correlated positively with L2 text comprehension test scores; four types of extrinsic motivation negatively correlated with the test scores. Students with low motivation profiles scored significantly higher on the L2 comprehension test than students with high motivation profiles; this counter-intuitive result was explained by the potential influence of students' L1 backgrounds on test performance.;This study demonstrated that intrinsic and extrinsic motivations are useful concepts to define EAP reading motivation. Adult EAP readers were found to read both for intrinsic and extrinsic reasons. Intrinsic motivation, however, appeared to be a particularly important factor for characterizing students' motivation and for understanding the associations between motivation and reading comprehension. Based on these findings, instructional strategies are suggested to help EAP teachers create L2 reading classroom environments that develop and maintain students' desired motivational orientations. |
