Reading Motivation of Clinical Medicine Students in Chinese Medical College: (in progress)

Wei Hu

doi:10.62819/jel.2025.1166

Authors

Wei Hu Roi Et Rajabhat University

DOI:

https://doi.org/10.62819/jel.2025.1166

Keywords:

College English Reading Teaching, Clinical Medicine Students, Reading Motivation

Abstract

This study provided a comprehensive exploration of the complex motivational factors influencing English reading among clinical medicine students in China. In order to gain a deeper understanding of the English reading motivation, a detailed questionnaire survey was conducted among 58 sophomore students majoring in clinical medicine science at Shenqi Ethnic Medicine College of Guizhou Medical University. Utilizing a quantitative research approach, the Motivation for Reading Questionnaire (MRQ) was employed to systematically collect data. Subsequently, descriptive analysis was performed using the advanced statistical software SPSS 27.0 to analyze the collected data. The findings revealed that reading motivation among clinical medicine students was medium level (mean=3.1944), with extrinsic motivation (mean = 3.3218) emerging as the most dominant, followed by intrinsic motivation (mean = 3.2313), social motivation (mean = 3.0632), and self-efficacy (mean = 3.0603). The relatively narrow gap between extrinsic and intrinsic motivation indicated that, although external factors significantly drove clinical medicine students’ reading behavior, they also derived personal satisfaction and interest from engaging with English reading materials. The finding indicated that social motivation and self-efficacy among clinical medicine students were similar and both lower than extrinsic and intrinsic motivation. This indicated that clinical medicine students had relatively lower confidence in their reading abilities and were less motivated to read English for social interaction. Based on these insights, this study offered practical recommendations for enhancing college English reading instruction and provided valuable guidance for future research in this domain.

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