Ethiopian High School Students’ Reading Motivation and Their Reading Achievement in EFL Classes

Abstract

This study examined the relationship between Ethiopian grade 9 students’ reading motivation domains and their reading achievement in EFL classes. A sample of 120 9^th graders of Debre Eba Secondary School in Debre Berhan town, participated in the study. Employing a correlational type of design, the study utilized questionnaire and reading achievement test to collect data. SPSS (Version, 25) was used to analyze data. The findings revealed that students’ reading motivation domains were significantly associated to reading achievement. The aspects i.e. extrinsic motivation, intrinsic motivation, self-efficacy and social motivation were positively and significantly related to reading achievement. However, a negative and non-significant correlation was found between reading avoidance and reading achievement. It was also found that students’ reading motivation domains together predicted their reading achievement. Thus, it can be concluded that students’ reading motivation domains are related to reading achievement while reading texts in EFL classes. Besides, the reading motivation aspects in combination are predictors of reading achievement. Finally, the study suggests that reading motivation strategies should be given critical attention in order to improve secondary school students’ reading comprehension and achievement.