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Abstract Abstract: Employing the Tri-Component View of Reading Attitudes, and taking a longitudinal qualitative study approach, this study examined the changes of 37 English majors’ reading attitudes through one year’s extensive reading input teaching model practice.321 learning journals written by the participants during the teaching model practice were collected and analyzed. Data analysis showed that students’ cognitive, affective and conative reading attitudes all changed from negative to positive ones. Meanwhile, the study discovered that the main factors affecting students’ reading attitudes included individual interest, English proficiency, difficulty level of the reading materials, teacher factors, peer influence, tests and tasks assigned in other courses. This study offers a valuable teaching model worthy of reference in the teaching of reading for English majors.
Key Words: reading input; reading attitudes; the Tri-Component View of Reading Attitudes; learning journals; teaching model
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