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Abstract
This research was conducted to explore how the ‘Read and Record Project’ could help motivate struggling Malaysian primary ESL readers to read. This paper will report on motivating effects of the ‘Read and Record Project’ towards struggling readers. A case study was employed as the research design and four instruments were used to collect the data which were semi-structured interview, observation notes, and reflective journal. The data collected were analysed thematically. The participants were chosen through purposive sampling. Before this study was carried out, a preliminary study was done in a primary school located in Betong, Sarawak. From the preliminary study, four struggling readers from Year 3 were chosen to participate in the ‘Read and Record Project’. Findings revealed five elements of the project that could help motivate struggling readers to read through the project. The elements include independent learning, parents’ involvement, video production, sense of accomplishment, and fun learning. To conclude, the findings proved that the ‘Read and Record Project’ could enhance the motivation to read among struggling Malaysian primary ESL readers.
Highlights
1 Reading skill is a much-needed skill to be mastered by English as a second language (ESL) learners in order to excel in the language. Nyarko et al (2018), through their study, showed that “a positive relationship existed between reading proficiency and academic performance” (p. 7)
The findings proved that the ‘Read and Record Project’ could enhance the motivation to read among struggling Malaysian primary ESL readers
3.1 Research Design This study aims to explore the impact of the ‘Read and Record Project’ in enhancing the reading motivation among struggling readers and the research design that would suits the purpose more is qualitative study which is case study
Summary
1 Reading skill is a much-needed skill to be mastered by English as a second language (ESL) learners in order to excel in the language. Protacio (2012) agreed that “if students are motivated to read, they read more. When they read more, they are more likely to improve their reading abilities, their comprehension” As suggested by Wigfield, Gladstone and Turci (2016), learners should commit time and effort to learn and master the necessary skills and strategies in reading and to do that they need motivation. Above all, motivation to read should be enhanced first to ensure students are at their grade level in reading skills
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