Motivational factors underlying different levels of reading comprehension of English language learners

Xu, Heng; Durgunoğlu, Aydin Y.

doi:10.1002/tesj.448

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…The data indicates that one of the elements influencing reading instruction's success is the students' motivation. Consistent with many research studies in the ELT field, reading motivation is a strong predictor of reading achievement (Lin et al, 2012;Xu & Durgunoğlu, 2020). Therefore, the teachers believe that they need to be equipped with strategies to improve students' motivation and autonomy to read English passages (Benson, 2013).…”

Section: Improving Students' Reading Motivation and Autonomymentioning

confidence: 58%

Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Nurkamto

Drajati

Ngadiso

et al. 2021

Indonesian J. Appl. Linguist.

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The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.

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Section: Improving Students' Reading Motivation and Autonomymentioning

confidence: 58%

Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Nurkamto

Drajati

Ngadiso

et al. 2021

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

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“…(p. 138) Chun (2009, p. 152) similarly believes that graphic novels allow for "emotional engagement" with a story's characters in ways unique to this form of literature. Studies of English learners by Öz and Efecioğlu (2015) and Xu and Durgunoglu (2019) show that engagement in a text results in deeper, more personal responses to the materials. The accessibility and emotional engagement of graphic novels provide prime opportunities for teachers to address challenging issues related to social justice in a variety of cultural contexts.…”

Section: Engaging Readers Through Emotional Connectionmentioning

confidence: 99%

“…Chun (2009, p. 152) similarly believes that graphic novels allow for “emotional engagement” with a story’s characters in ways unique to this form of literature. Studies of English learners by Öz and Efecioğlu (2015) and Xu and Durgunoglu (2019) show that engagement in a text results in deeper, more personal responses to the materials.…”

Section: Literature Reviewmentioning

confidence: 99%

Using social justice graphic novels in the ELL classroom

Barter‐Storm¹,

Wik

2020

TESOL Journal

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“…While there have been some studies which focus on exploring students' L1 (Chinese) reading motivation in Hong Kong and Taiwan (Huang, 2013; Lau, 2009), studies on Chinese EFL learners' L2 (English) reading motivation are sparse (Li et al, 2022). For instance, drawing on expectancy‐value theory, Xu and Durgunoğlu (2020) developed a reading motivation questionnaire for Chinese university EFL students and found their reading motivation consisted of importance, self‐efficacy, willingness to pay cost, intrinsic value, and extrinsic value. In another study, with reference to the literature on L1 reading motivation (Baker & Wigfield, 1999; Wang & Guthrie, 2004; Wigfield, 1997), Han (2021) explored the nature of Chinese university EFL students' reading motivation and found three constructs of reading motivation, including one intrinsic motivation scale (efficacy and engagement) and two extrinsic motivation scales (utility value; academic value).…”

Section: Literature Reviewmentioning

confidence: 99%

Reading motivation and learning strategies among Chinese EFL learners

Li,

Wang,

Gan

et al. 2024

Psychology in the Schools

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Given 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.

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Motivational factors underlying different levels of reading comprehension of English language learners

Cited by 4 publications

References 23 publications

Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Using social justice graphic novels in the ELL classroom

Reading motivation and learning strategies among Chinese EFL learners

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