| Summary: | Previous studies have identified a range of learner factors and factors within more immediate contexts that affect students’ motivation in L2 extensive reading (ER) programs. However, much remains to be known about the effect of sociocultural factors on L2 reading motivation, especially in instructed ER settings. To address the issue, the paper adopted Bronfenbrenner’s Ecological Systems Theory to investigate factors impacting Chinese undergraduates’ L2 reading motivation in an elective ER course. Data were collected from semi-structured interviews, classroom observation and reading logs. In addition to factors identified by previous studies, our study further revealed that learner factors like characteristics, and contextual factors like past EFL learning experiences at the mesosystemic level, class time and course evaluation at the exosystemic level, collectivism and face concern at the macrosystemic level, and novelty at the chronosystemic level also exerted influence on students’ L2 reading motivation in the ER course. Pedagogical implications were suggested to improve ER instruction and cultivate students’ L2 reading motivation. © 2024 by the author(s).
|
|---|