ABSTRACT

This study aimed to assess the level of deep learning, learning motivation, and reading comprehension in English among Chinese college students. Data were collected through an online survey of 300 freshmen from a college in Guangdong province. The results revealed that participants exhibited a high level of deep learning, learning motivation, and reading comprehension in English. Additionally, female students demonstrated higher levels of deep learning and learning motivation compared to their male counterparts. However, students showed limited reasoning and inferential skills in English reading. Pearson Correlation tests indicated significant positive relationships between deep learning, learning motivation, and reading comprehension, highlighting the interconnectedness of these factors in English reading performance. Furthermore, students faced challenges such as limited vocabulary, lack of self-monitoring, poor collaboration, inefficient reading strategies, insufficient background knowledge, inadequate intrinsic rewards, and an unsupportive learning environment. Based on these findings, the researcher proposed a plan of action to enhance students’ deep learning, motivation, and performance in reading comprehension in English.

Keywords: College English, deep learning, English reading, learning motivation, reading comprehension