Abstract
This study aimed to identify the effects of computer anxiety and empathy on L2 reading comprehension through the mediated effects of English reading motivation and instructor credibility. Data were collected from 84 college students. Data on subjects’ characteristics, such as computer anxiety, empathy, instructor credibility and English reading motivation, were collected using a structured self-reporting questionnaire. Computer anxiety showed a direct effect on instructor credibility, and empathy also showed a direct effect on instructor credibility. English reading motivation and instructor credibility showed a direct effect on English reading comprehension. However, the effects of computer anxiety and empathy through the mediated effects of English reading motivation and instructor credibility were not significantly effective. The results indicate that it will be more effective to develop strategies that can decrease computer anxiety and develop empathy to improve L2 reading comprehension in online English classes.
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