The Impact of Reading Motivation and Self-Efficacy on Pakistani College Students' Willingness to Read in English

This study analyzed how reading motivation and self-efficacy influence the willingness of Pakistani college students to read in English using quantitative research design. It used a quantitative research design and collected data using questionnaires from a sample size of 150 students from five institutions, in Quetta, Pakistan. With 83% response rate study found that reading motivation and self-efficacy were both significant predictors of willingness to read in the students. Self-efficacy variable was found to have the significant correlation with willingness to read. Also, students who had greater self-efficacy tended to be more likely to participate in reading activities. It was concluded that reading motivation and self-efficacy had relevant impacts on the reading behavior of students, and these two psychological variables were important in motivating students to read English. It is recommended that educators and curriculum developers should implement specific interventions to increase self-efficacy and motivation by providing students with attractive reading content, facilitating constructive feedback, and making use of technology to involve students in reading.