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Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China

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DOI: 10.23977/appep.2023.040904 | Downloads: 10 | Views: 163


Xiaoling Qian 1


1 School of Foreign Language Studies, Anhui Xinhua University, Hefei, Anhui, China

Corresponding Author

Xiaoling Qian


English reading is a significant component of College English teaching. Reading is a critical way to absorb English language information and understand culture and the foundation for cultivating students’ practical language application ability. High standards for students' reading comprehension skills have been outlined in Teaching Requirements for English Courses in universities. Despite the widespread focus on reading in school education, students' overall reading proficiency has not considerably increased. Therefore, this study examined the correlation between non-English majors' reading motivation and reading strategies to provide pedagogical suggestions for teaching and learning in EFL reading. In this study, 420 non-English majors from two universities in east China's Anhui Province were investigated by answering questionnaires on reading motivation and reading strategies. Quantitative research techniques were used to analyze whether the two variables were significant, and the correlation between the two. The results demonstrated that Chinese non-English majors showed an average level of reading motivation, with utility ranking as the main driver. The respondents frequently employed reading strategies, where they were most likely to apply problem-solving strategies. Meanwhile, reading motivation and reading strategies were positively correlated.


English Reading Motivation, Reading Strategies, Non-English Majors


Xiaoling Qian, Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China. Applied & Educational Psychology (2023) Vol. 4: 23-31. DOI:


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