Reading Motivation Research Articles

High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

AbstractReading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self‐concept over time. To address this challenge, this study explores the impact of a 9‐month‐long pilot reading program aimed at increasing students' reading motivation and volume in an all‐boys rural school in southern Chile (N = 120), guided by Self‐Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high‐interest print books, 90 min per week of in‐class independent choice, and peer interactions around reading. t‐Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre‐program reading motivation, achievement, and volume, post‐program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

Encouraging English Language Reading in Cambodia: a Case Study of Takeo Provincial Higher Educational Institutions

English holds paramount significance as a global language, widely employed by diverse nations, including Cambodia, where it functions as a foreign language. Particularly in Cambodia, English has become indispensable for tertiary education. Employing a mixed methods approach, this study surveyed 183 university students, with ten subsequently participating in voluntary interviews. The findings indicate that students predominantly exhibit extrinsic motivation in their approach to English reading, with no discernible variance based on gender. The research also proposes several strategies for educators to enhance students' reading motivation, identifying the strategy of having students explain their comprehension to others as particularly efficacious. The study underscores the significance of English reading and elucidates the challenges students encounter in related activities. Ultimately, the study advocates for future investigations with larger sample sizes to further enrich scholarly insights.

The Impact of Directed Reading Thinking Activity Strategy in Increasing Students’ Reading Motivation and Learning Achievement

This study aims to explore the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students' reading motivation and learning outcomes. Conducted using a mixed-methods approach, it involved 27 ninth-grade students at the Al-Gazali Islamic Boarding School. The study meticulously examines how the DRTA strategy, which encourages students to make predictions, pose questions, and enhance their comprehension through engaged reading, impacts their motivation to read and their levels of reading comprehension. By integrating both quantitative and qualitative research methods, this study provides a comprehensive analysis of students' reading performance before and after the implementation of the DRTA strategy. The findings indicate a significant improvement in students' reading motivation and overall reading achievement. This suggests the potential of the DRTA strategy as an effective pedagogical tool for comprehensive reading enhancement. This research offers insights into reading strategies that can foster a more engaging and productive reading environment for students, including those in Islamic boarding school settings.

Effects of Using the Jolly Phonics Programme in Teaching English Literacy and Its Influence on Reading Motivation

This research investigated whether Jolly Phonics enhances pupils' literacy and communication abilities. Thus, the principal objective was to determine how Jolly Phonics improves students' speaking, English proficiency and literacy ability, phonemic awareness, and reading motivation. This study of English competence and reading ability is limited to Jolly Phonics. A qualitative study design was used, and data were sourced through secondary sources. The findings of the study support previous conclusions that Jolly Phonics is crucial to children's literacy development. This article's lack of a statistical evaluation of the strategy was a drawback, even when the results demonstrated that the tactics worked. Notwithstanding these limitations, children's interactions and accomplishments in learning Jolly Phonics' functionality, as explained previously in this article, showed that they are indeed growing and improving their English language proficiency, as they grew up knowing many alphabet sounds, remember many complicated utterances, combined utterances on their own, learned and started writing independently, etc. The fourth technique wrap-up English is the worldwide language of communication. Therefore, children should learn to read and write in it early on. Due to reading's complexity, teaching kids to read took time. The five Jolly Phonics skills, given in various ways as proposed in this study, have been shown to increase young learners' English ability. Teachers must prepare for each student's needs and ability level to succeed.

The relationship between perceptions of instruction quality, intrinsic motivation, and reading achievement: a longitudinal analysis

ABSTRACT This study including 3,089 students from 173 secondary schools explored the changes in students’ perception of classroom management and goal clarity throughout early adolescence (Grades 5 to 9) and its relationship with learning outcomes such as intrinsic motivation and school grade in reading. The results revealed: 1) Students’ perception of instruction quality, intrinsic motivation and school grade decreased over the years; 2) intrinsic motivation influenced classroom management perception, whereas the relationships between the classroom management perception and school grade were reciprocal; 3) the influence of goal clarity perception on intrinsic motivation changed over the years, and a positive influence on outcomes was only observed between Grades 8 and 9; 4) there were different results between male and female students as well as between academic and vocational tracks. The findings have implications for understanding the possible contextual factors related to the decrease in learning outcomes for reading in secondary schools.

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

The influence of SES, migration background, and non-cognitive abilities on PISA reading and mathematics achievement: evidence from Sweden

The current study analysed the relationships between socio-economic status, migration background, and non-cognitive factors and PISA reading and mathematics achievement. The results from multi-level analyses on Sweden’s PISA survey from 2018 indicate that both mathematics achievement and reading achievement are affected by SES, migration background, reading abilities, growth mindset, and the ability to master the content. Between-school level differences are explained by reading motivation and the mother’s educational level. Our findings stress the importance of both socio-demographic, socio-economic, and non-cognitive factors such as reading self-concept and growth mindset for both mathematics achievement and reading achievement.

Children and extensive reading motivation

Abstract Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school’s ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students’ intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER.

The Impact of Morphological Intervention on Literacy Knowledge and Reading Motivation: A Cluster-Randomized Comparison Trial in Diverse Socioeconomic Status Kindergartens.

This study investigated the effectiveness of a storytelling-based morphological intervention program on the language and literacy knowledge and reading motivation of kindergarten children from low and mid socioeconomic status (SES) backgrounds. It also explored how these groups compared in change scores against a non-intervened high SES group. Employing a cluster randomization approach, this study included 158 kindergarten children, comprising intervention and comparison groups from low and mid SES backgrounds, as well as a non-intervened high SES group. Assessments were conducted on morphological awareness (MA), print concepts, vocabulary, and reading motivation. Children in the intervention groups showed better performance in MA and print concept scores than those in their respective comparison groups. The mid SES intervention group also displayed significant improvement in vocabulary and motivation scores compared to its counterpart. When examining the effects of SES on change scores, the low SES intervention group achieved superior results in vocabulary and print concept scores compared to both the mid SES intervention and the non-intervened high SES groups. For reading motivation, the mid SES group outperformed the low SES group. The morphological intervention program using storytelling positively impacts both the literacy skills and reading motivation of kindergarten children, especially those from low and mid SES backgrounds. This study emphasizes the significance of designing interventions that cater to the distinct educational needs of children from different SES backgrounds.

Master-Polka: Technology of Motivation for Reading and Development of Personal Potential

The article is devoted to the problem of finding pedagogical solutions for schoolchildren’s development of personal potential by introducing them to significant works of children’s and young adult literature. The relevance of the work lies in insufficient knowledge of reading activity as a factor in the development of modern student’s personal potential. The purpose of the article is to describe the possibilities of Master-polka: pedagogical technology as a tool for introducing schoolchildren to reading for the development of their personal potential. The authors share the results of a theoretical analysis of the problem and conclusions drawn from a pilot study of feedback from teachers participating in the Masterskie Rosta (Growth Workshops) project as well as their experience of using this technology in working with schoolchildren. The authors describe the principles of selecting books for the Master-polka; the examples of children’s and young adult literature, which schoolchildren have already been acquainted within the project. Particular attention is paid to the book quest as gaming and system – forming component of the technology. The practical significance of the study is determined by the possibility of using the Master-polka technology by teachers, librarians, and teachers of additional education to solve a wide range of pedagogical problems related to the creation of educational situations focused on introducing schoolchildren to reading and developing their personal potential.

Motivation for L2 Reading and Its Relationship with Reading Amount in a Korean EFL University Setting

Motivation for L2 Reading and Its Relationship with Reading Amount in a Korean EFL University Setting

Motivating adolescents to read

Motivating today’s adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student reading motivation and academic outcomes.

Literature and Media: A Closer Look at Literature through a Social Networking Application

Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application 1000Kitap, the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the 1000Kitap application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the 1000Kitap application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.

Gamifying Reading Motivation in EFL Students: Enhancing Engagement and Language Learning Through ICT

This research investigates the potential of gamification in encouraging reading motivation among English as a Foreign Language (EFL) students. Reading motivation is crucial in language learning, and gamification offers promising inenues to enhance it. The study examines both reading skills and the various factors influencing reading motivation. Utilizing a conceptual paper methodology, this research systematically analyzes existing literature, theories, and concepts related to gamification and reading motivation in EFL learning, providing a comprehensive synthesis that forms the basis for understanding the potential impact of gamification on enhancing reading motivation among students. The synthesis of findings indicates that gamification positively impacts EFL learners’ reading motivation by fostering greater involvement, independence, and belief in their reading abilities. By incorporating game elements like points, badges, and leaderboards, this study reveals that through gamification in reading activities, learners not only achieve a sense of progress and competition but also overcome challenges like lack of interest, self-confidence, and autonomy in EFL reading, ultimately fostering increased motivation.

Students’ Motivation in Reading English Recount Texts in Junior High School

Reading is one of the important skills in learning English and motivation plays an important role in influencing reading outcomes and experiences. Students' motivation needs to be increased as it affects other skills in learning English. This study aims to determine the level of the students’ motivation in reading English Recount Text. The descriptive quantitative research was carried out in this study in order to collect information or data. The instrument used for data collection was the Reading Motivation Questionnaire (RMQ) developed by Wigfield. Thirty students at one reputable junior high school were participated on filling in 15 statements regarding motivation in reading English Recount Text. The finding indicated that students’ motivation in reading English recount texts was at a high level. The most significant reason comes from extrinsic motivation in reading Recount Text. This study is helpful for teachers to discover factors affecting students' motivation in reading Recount Text.

Reading motivation and learning strategies among Chinese EFL learners

AbstractGiven the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

THE INFLUENCE OF SUMMARIZING TECHNIQUE AND READING MOTIVATION TOWARD READING COMPREHENSION ACHIEVEMENT FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 18 PALEMBANG

The aim of this study was to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who are not. Additionally, the study sought to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who have low reading motivation. The students in the seventh grade at Junior High School 18 Palembang were divided into two groups. In this investigation, factorial design was used. The study's population consisted of all 238 seventh-grade students enrolled in Junior High School 18 Palembang during the academic year 2023–2024. Saturation sampling was used to take samples from 68 students: 34 students from the VII.7 class were in the experimental group, while 34 students from the VII.6 class were in the control group. The researcher used a questionnaire to gather data in order to evaluate students' reading motivation. She also used traditional and summarizing techniques to teach students reading comprehension skills. The data were then analyzed using IBM SPSS Statistics. The study's findings demonstrated a substantial difference in reading comprehension between students who were taught a summarizing strategy and those who were not, with regard to seventh-grade students at Junior High School 18 Palembang. The students with high reading motivation were taught the technique.

Correlated change in habitual and situational reading motivation

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced approximately every 18 months. Applying multivariate curve-of-factors models, first we found a decline in all three aspects of reading motivation from T1 to T3, and a stable trajectory from T3 to T4. Second, all three aspects of reading motivation correlated strongly regarding time-specific aspects, as well as level and trend factors. Third, the two HRM aspects showed higher correlations than did any aspect of HRM with SRM. Implications of the correlated declines of HRM and SRM, and for future research on reading motivation in general, are discussed.

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

This study focused on investigating the effects of collaborative strategic reading (CSR) on English as a foreign language (EFL) learners’ reading comprehension, second language (L2) reading motivation, and metacognitive awareness. Following a quasi-experimental design, 48 Iranian EFL learners were selected from four intact language institute classes. Two of these classes were considered experimental groups (EGs), and two were regarded as control groups (CGs). Then, all four classes received the three pretests of the study (Reading Comprehension pretest, L2 Reading Motivation questionnaire, and metacognitive awareness questionnaire). Next, the treatment phase of the study began and all the groups received reading comprehension instruction. In the EGs, the teacher conducted the essential elements of cooperative learning through CSR strategies (preview, click & clunk, get the gist, and wrap up).
 On the other hand, CG learners received traditional reading comprehension classes with no group work. After the treatment, all four groups received the three posttests. The results of three one-way ANCOVAs revealed that CSR was significantly more effective than traditional instruction in improving EFL learners’ reading comprehension. In addition, it was found that CSR was significantly effective in improving EFL learners’ reading motivation and metacognitive awareness. The findings of the study can be utilized by language practitioners, materials, and curriculum developers to consider EFL students’ needs and goals in L2 reading.

Research on English Reading Motivation and Its Influencing Factors in Social Network Environment

Abstract Reading plays a pivotal role in English language acquisition, with the motivation for reading critically influencing both readers’ attitudes and students’ competencies. This study develops an English reading model predicated on a social network-enabled reading mechanism and investigates the impact of English reading motivation through the lens of social network embedding. The research focuses on English readers’ reading motivation, employing five scales: structural embeddedness, relational embeddedness, reading goals, reading interest, and reading motivation. Data were analyzed using factor analysis and structural equation modeling to elucidate the influence mechanism of English reading motivation from the perspective of social network embeddedness. The results indicate that the path coefficients for the impact of structural and relational embedding within social networks on English reading goals are statistically significant at the 0.05 level, with values of 0.152 and 0.133, respectively. Furthermore, the path coefficient linking English reading goals to English reading interest is 0.335, and the coefficient from reading interest to reading motivation is 0.542, both of which are significant at the 0.001 level. The findings suggest that engaging in English reading activities through social networks can substantially boost readers’ interest in reading, thereby facilitating the achievement of their reading goals.