Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Abstract

Introduction: Learning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students’ reading and listening skills, as well as motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education. Methods: This study extends the evidence base by analyzing extramural reading and listening activities in a large-scale longitudinal investigation involving secondary school learners (N = 1,994) in Germany. Results: Our results show that frequent informal reading significantly relates to increases in students’ English comprehension skills and their motivation for language learning, reaffirming previous cross-sectional findings. Discussion: The results highlight the relevance of informal language activities for effective language learning and students’ English as a foreign language motivation. Additionally, discrepancies between reading and listening outcomes are discussed.