Read at Home to do Well at School: Informal Reading Predicts Achievement and Motivation in English as a Foreign Language

Jennifer Meyer^1* Johanna Fleckenstein² Maleika Krüger³ Stefan D. Keller⁴ Nicolas Hübner⁵

• ¹Leibniz Institute for Science and Mathematics Education, Faculty of Mathematics and Natural Sciences, University of Kiel, Germany
• ²University of Hildesheim, Germany
• ³University of Potsdam, Germany
• ⁴Zurich University of Teacher Education, Switzerland
• ⁵University of Tübingen, Germany

This study explores the role of informal English language engagement for students' reading and listening skills, as well as their motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education.While a lot of prior research predominantly focused on college-level students and cross-sectional data, this study extends the evidence base with a large-scale longitudinal investigation involving secondary school learners (N = 1,994) in Germany. By analyzing extramural reading and listening activities, we add to the evidence that frequent informal reading significantly enhances students' English comprehension skills and fosters their motivation for language learning. This reaffirms previous cross-sectional findings and highlights the relevance of informal language activities. Additionally, discrepancies between reading and listening outcomes are discussed, shedding light on potential underlying factors. The outcomes underscore the significance of informal English engagement for effective language acquisition and fostering motivation.