English Learning Motivation and English Self-Efficacy: A Prediction Model on Reading Literacy

This study investigated the impact of English learning motivation and English self-efficacy on the reading literacy of 15-year-old students from seven public schools in remote, underserved areas of the Municipality of Arakan. Employing a quantitative multiple regression design, the study used statistical tools such as the mean, Pearson correlation coefficient, and regression analysis to examine the relationships among variables. Data were collected from 255 purposively selected students across grade levels using standardized survey instruments. Findings revealed that students demonstrated high levels of English learning motivation and English self-efficacy, alongside a functional level of reading literacy. A clear and meaningful connection was evident in students' English learning motivation, both for practical purposes (instrumental) and cultural engagement (integrative), and their reading literacy. Likewise, students who believed in their ability to use English (self-efficacy) tend to perform better in reading tasks. The regression analysis confirmed that both motivation and self-efficacy predict reading performance, with self-efficacy having the most significant impact. These findings emphasize the need to strengthen students' motivation and confidence through evidence-based policies and supportive teaching strategies to enhance reading skills and promote academic success, particularly in underserved schools.