The aim of this study is to explore the relationships between EFL learners’ reading motivation, proficiency, and strategy use. Fifty-seven students at a Korean university participated in the study. Two self-report questionnaires and a reading comprehension test were used to measure the learners’ motivation to for reading in English, reading proficiency, and reading strategy use. No significant correlation was found between reading motivation and reading strategy use or between reading motivation and reading proficiency. However, students’ performance on the test was positively related to their reported reading strategy use, showing a moderate correlation. In addition, the study found that although proficient students and less proficient students used almost the same kinds of strategies to support their reading comprehension, more proficient students used strategies more frequently than less proficient students.

1. INTRODUCTION
 2. BACKGROUND OF RESEARCH
  2.1. Reading Motivation
  2.2. Reading Motivation and Strategy Use
  2.3. Reading Strategy Use and Proficiency
 3. RESEARCH DESIGN
  3.1. The Study
  3.2. Research Questions
  3.3. Subjects
  3.4. Materials
  3.5. Procedure
 4. RESULTS AND DISCUSSION
  4.1. Relationship Between Motivation and Proficiency
  4.2. Relationship Between Reading Motivation and Strategy
  4.3. Relationship Between Reading Strategy and Proficiency
 5. CONCLUSIONS AND LIMITATIONS
 6. PEDAGOGICAL IMPLICATIONS
 REFERENCES

• Jeongyeon Park(University of Hawai‘i at Mānoa, USA)