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The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach

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Abstract

Given the fact that reading is considered as a crucial language skill through which the reader can interact with the author to obtain the required information for the higher communication and participation in the current literary society (Walker in Diagnostic teaching of reading: techniques for instruction and assessment, Merril, Columbus, 2000), the present study contributes to the important, yet, a small body of research on the impact of reading emotions and reading engagement on reading comprehension. In so doing, a sample of 220 Iranian English as a Foreign Language learners from different language institutes were requested to complete English Language Learners’ Reading Emotions Scale, English Language Learner’s Reading Engagement Inventory as well as taking three tests of reading comprehension. The findings disclosed the mediating role of reading engagement in the relation between reading emotions and reading comprehension. Moreover, the results revealed that reading emotions and reading engagement can significantly predict reading comprehension. In the end, to assist the policymakers and material developers in meeting the operational challenges of reforming the prevalent materials, the results and the implications of the study for research and educational practices are discussed.

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Acknowledgements

The study was based on the doctoral dissertation completed at Ferdowsi University of Mashhad, Iran. The authors would like to thank the professors, researchers, administrators, teachers, students, and the family circles for their support in making this project possible.

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Authors and Affiliations

  1. Language Education, Ferdowsi University of Mashhad, Mashad, Iran

    Seyyedeh Mina Hamedi & Reza Pishghadam

  2. Psychology, Ferdowsi University of Mashhad, Mashad, Iran

    Javad Salehi Fadardi

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  1. Seyyedeh Mina Hamedi
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  2. Reza Pishghadam
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Correspondence to Reza Pishghadam.

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Appendices

Appendix A

1.1 English Language Learners’ Reading Emotions Scale (ELL-RES)

1.1.1 Reading boredom

While reading the text,

  1. 1.

    I found the text fairly dull.

  2. 2.

    My mind began to wander as I got bored.

  3. 3.

    I was tempted to put the text aside as it was boring.

  4. 4.

    I thought about what else I could go through rather than reading this text.

  5. 5.

    I got bored to the point that I had problems staying alert.

  6. 6.

    I got restless.

1.1.2 Reading anxiety

  1. 7.

    I felt it makes me uneasy.

  2. 8.

    I felt it makes me nervous.

  3. 9.

    I worried whether I am sufficiently prepared for it or not.

  4. 10.

    I skipped some parts because I felt so nervous.

  5. 11.

    I got tense.

  6. 12.

    I felt my heart raced as I did not understand something important.

1.1.3 Reading enjoyment

  1. 13.

    I got excited about its content.

  2. 14.

    I enjoyed reading it.

  3. 15.

    I started looking forward to going through the text.

  4. 16.

    I was glad that it paid off to read it.

  5. 17.

    My enjoyment of the reading made me proceed.

  6. 18.

    I was so excited saving time on it.

Appendix B

2.1 English Language Learner’s Reading Engagement Inventory (ELL-REI)

2.1.1 Cognitive engagement

While reading the text,

  1. 1.

    I thought about different ways to solve the reading problems.

  2. 2.

    I tried to connect what I was learning from the reading to what I had learned before.

  3. 3.

    I preferred to be told the answer than have to do the work.

  4. 4.

    I was not thinking that hard.

  5. 5.

    I only studied the easy parts when the work was hard.

  6. 6.

    I did just enough to get by.

2.1.2 Behavioral engagement

  1. 7.

    I stayed focused.

  2. 8.

    I put effort into reading the text.

  3. 9.

    I kept trying even if something was hard.

  4. 10.

    I talked about the reading content to others.

  5. 11.

    I got distracted.

  6. 12.

    I gave up right away if I did not understand.

2.1.3 Emotional engagement

  1. 13.

    I looked forward to continuing reading it.

  2. 14.

    I enjoyed learning new things.

  3. 15.

    I felt good.

  4. 16.

    I often felt frustrated.

  5. 17.

    I thought it is boring.

  6. 18.

    I did not care about its content.

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Hamedi, S.M., Pishghadam, R. & Fadardi, J.S. The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach. Educ Res Policy Prac 19, 211–238 (2020). https://doi.org/10.1007/s10671-019-09256-3

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