Abstract
It seems that one of the factors contributing to language learners’ interest in reading comprehension texts is the sensory emotions they may have for reading topics. In this study, the association between language learners’ sensory emotions towards some topics and their willingness to read (WTR) about them was examined. To do so, 201 intermediate and upper-intermediate English as a foreign langauge (EFL) learners were asked to complete a newly-deigned scale measuring their sensory emotions, frequency of exposure, and WTR regarding 18 topics from various fields. Structural equation modeling (SEM) and analysis of variance (ANOVA) were employed to analyze the data. Moreover, semi-structured interviews were conducted with 21 participants regarding their emotions and WTR towards topics. The results showed that the higher the level of sensory emotions towards a topic, the higher the WTR. In the end, the findings were discussed in the context of language education and implications were provided.
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