Korean Middle School Students’ English Reading Motivation: Focusing on Gender, Grade Level, Overseas Experience, and Reading Time

This study examines the factors that influence the English reading of Korean EFL students, focusing on gender, grade level, overseas experience, and reading time. A newly developed English Reading Motivation Scale (ERMS) was distributed to 1,000 students at three schools, after which 880 valid surveys were analyzed. Girls displayed stronger intrinsic (Flow, Recreational Reading) and extrinsic (Competition, Instrumental Orientation, Social Influence) motivation. A non-linear relationship was observed between reading time and motivation, with moderate reading (1-2 hours) being associated with the lowest Amotivation. Students who had overseas experience showed increased Self-efficacy and Global Orientation. This study provides insights into adolescent English reading motivation within the Korean educational context, although limited by its cross-sectional design.