TY - JOUR
T1 - The role of L1 self-efficacy in L2 reading comprehension
T2 - an exploration of L1–L2 cross-linguistic transfer
AU - Liu, Yaping
AU - Cheong, Choo Mui
AU - Ng, Rex Hung Wai
AU - Tse, Shek Kam
N1 - Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermore, there is little agreement on the relationship between self-efficacy, IM, EM, and reading comprehension in L1 and L2 studies. This study aimed to (1) explore the relationship between self-efficacy, IM, EM, and reading comprehension in both L1 and L2; (2) identify whether self-efficacy, IM, EM, and reading performance can be directly transferred from L1 to L2; (3) and investigate how self-efficacy affects the cross-linguistic transfer of reading comprehension. 2,894 fourth-graders from 38 Hong Kong schools participated in this study. Results found that the relationship between self-efficacy, IM, EM, and reading comprehension was consistent in both L1 and L2. For cross-linguistic transfer, IM, EM, and reading performance can be transferred directly from L1 to L2, but reading self-efficacy cannot. Findings also indicated that self-efficacy indirectly affected L2 reading through several potential pathways. Implications for bilingual reading education are discussed.
AB - Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermore, there is little agreement on the relationship between self-efficacy, IM, EM, and reading comprehension in L1 and L2 studies. This study aimed to (1) explore the relationship between self-efficacy, IM, EM, and reading comprehension in both L1 and L2; (2) identify whether self-efficacy, IM, EM, and reading performance can be directly transferred from L1 to L2; (3) and investigate how self-efficacy affects the cross-linguistic transfer of reading comprehension. 2,894 fourth-graders from 38 Hong Kong schools participated in this study. Results found that the relationship between self-efficacy, IM, EM, and reading comprehension was consistent in both L1 and L2. For cross-linguistic transfer, IM, EM, and reading performance can be transferred directly from L1 to L2, but reading self-efficacy cannot. Findings also indicated that self-efficacy indirectly affected L2 reading through several potential pathways. Implications for bilingual reading education are discussed.
KW - Chinese L1
KW - English L2
KW - Self-efficacy
KW - cross-linguistic transfer
KW - extrinsic motivation
KW - intrinsic motivation
UR - http://www.scopus.com/inward/record.url?scp=85179994173&partnerID=8YFLogxK
U2 - 10.1080/13670050.2023.2290478
DO - 10.1080/13670050.2023.2290478
M3 - Article
AN - SCOPUS:85179994173
SN - 1367-0050
VL - 27
SP - 883
EP - 897
JO - International Journal of Bilingual Education and Bilingualism
JF - International Journal of Bilingual Education and Bilingualism
IS - 7
ER -