Effects of extensive reading on motivation for reading in English
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This study explored the effects of extensive reading on motivation for second language (L2) reading. Twenty-one advanced English-as-a-second-language students in three intact classes participated in this study. Extensive reading was incorporated into the existing reading and vocabulary classes as part of the course curriculum for eight weeks. To investigate the students’ motivational changes through extensive reading, pre- and post-survey questionnaires were administered. The questionnaire used in this study was largely drawn from five factors (intrinsic motivation, extrinsic drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing) in Komiyama’s (2009) Motivation for Reading in English Questionnaire (MREQ). Additionally, the students’ perceived improvement through extensive reading was also measured through responses to the post-survey questionnaire. Lastly, to explore the students’ difficulties in reading extensively over eight weeks, an open-ended question was added to the post-survey questionnaire. Results showed that the effect of extensive reading was statistically significant in one factor (i.e., extrinsic academic compliance) among the five motivational factors. In general, the students perceived improvements in different areas of L2 learning through extensive reading. Results from the students’ perceived difficulties shed light on L2 students’ motivation for extensive reading.
Abstract
This study explored the effects of extensive reading on motivation for second language (L2) reading. Twenty-one advanced English-as-a-second-language students in three intact classes participated in this study. Extensive reading was incorporated into the existing reading and vocabulary classes as part of the course curriculum for eight weeks. To investigate the students’ motivational changes through extensive reading, pre- and post-survey questionnaires were administered. The questionnaire used in this study was largely drawn from five factors (intrinsic motivation, extrinsic drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing) in Komiyama’s (2009) Motivation for Reading in English Questionnaire (MREQ). Additionally, the students’ perceived improvement through extensive reading was also measured through responses to the post-survey questionnaire. Lastly, to explore the students’ difficulties in reading extensively over eight weeks, an open-ended question was added to the post-survey questionnaire. Results showed that the effect of extensive reading was statistically significant in one factor (i.e., extrinsic academic compliance) among the five motivational factors. In general, the students perceived improvements in different areas of L2 learning through extensive reading. Results from the students’ perceived difficulties shed light on L2 students’ motivation for extensive reading.
참고문헌 (32)
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