THE IMPACT OF READING MOTIVATION ON PERCEIVED READING COMPREHENSION AMONG GRADE 6 EFL STUDENTS IN VIETNAMESE LOWER SECONDARY SCHOOLS

Abstract

This study examines the impact of reading motivation on perceived reading comprehension among Grade 6 EFL students in secondary school, thereby clarifying how motivational factors relate to engagement and text processing in lower secondary English education. Survey data were collected from 140 students using a 5-point Likert questionnaire measuring two motivational dimensions, Value and Enjoyment and Confidence and Persistence, as well as perceived reading comprehension. Pearson correlation results indicated that both motivational dimensions were positively associated with perceived reading comprehension. Multiple linear regression further showed that Value and Enjoyment and Confidence and Persistence significantly predicted perceived reading comprehension and the model accounted for 46.3 percent of the variance with R-squared equal to 0.463. The findings add empirical evidence on reading motivation in the Vietnamese lower secondary context and suggest practical directions for teachers and school leaders to design reading activities that strengthen interest, confidence and sustained effort.