The Relationship between L2 Willingness to Read and Reading Achievement among Indonesian Theology Students

Authors

  • Adaninggar Septi Subekti Universitas Kristen Duta Wacana, Yogyakarta
  • Elsha Septia Anaria Wate Universitas Kristen Duta Wacana, Yogyakarta

DOI:

https://doi.org/10.18592/let.v16i1.19918

Keywords:

English for Specific Purposes (ESP), Reading Achievement, Second/foreign language (L2), Theology, Willingness to Read (WTR)

Abstract

Second/foreign language (L2) Willingness to Read (WTR) is thus far under-researched in the Indonesian context despite its strategic position for L2 learning. This study intends to investigate the L2 WTR of Indonesian learners of English and its predictive power on their reading achievement. To this end, 41 English for Specific Purposes (ESP) for Theology students participated in a survey and four of them took part in interviews. The study revealed that the participants generally reported a high level of L2 WTR. The participants reported a willingness to read texts with visuals for easier comprehension when they needed to read the texts for academic success and when they felt they could understand them with teacher support. The study also found that the participants’ L2 WTR significantly predicted their reading achievement, accounting for 13.20% of the total variance in reading achievement. Pedagogical implications include enhancing relevance and channeling the participants' interest through various multimodal instructional activities to enhance interest in L2 reading.

Author Biography

Elsha Septia Anaria Wate, Universitas Kristen Duta Wacana, Yogyakarta

Elsha is an upper-semester student at the English Language Education Department of Universitas Kristen Duta Wacana, Yogyakarta, Indonesia. Her research interest is mainly on Second Language Individual Differences.

E-mail: [email protected]

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Published

2026-06-12

How to Cite

Subekti, A. S., & Wate, E. S. A. (2026). The Relationship between L2 Willingness to Read and Reading Achievement among Indonesian Theology Students. LET: Linguistics, Literature and English Teaching Journal, 16(1), 147–173. https://doi.org/10.18592/let.v16i1.19918

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