Motivating EFL Students to Engage in Free Voluntary Reading: Does the Format Make a Difference?
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참고문헌
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초록
Several studies have suggested that free voluntary reading (FVR) is a very useful pedagogical resource to enhance student proficiency in learning English. However, a persistent problem has existed on how best to motivate students to engage in this activity. This was a qualitative study to explore the possibility that reading format, either digital or print, may make a difference in encouraging students to participate more willingly in this activity. Four students in an English reading comprehension class volunteered to be involved in this study. All students in the class were allowed to select reading materials, both in digital and print formats, during the course of the semester. The four study participants were subjected to interviews, observations, and provided diary entries to describe their reactions to reading in these different formats. Charts were developed to present data from observations. Findings indicated that materials in both formats had a generally positive effect on encouraging these students to read, however, their preferences were somewhat inconclusive, with two students favoring digital and two preferred print materials. Data from observations was more definitive and indicated that the digital format was the preferred method for FVR. The study concluded with a discussion of limitations, and some possible implications for the classroom.
Abstract
Several studies have suggested that free voluntary reading (FVR) is a very useful pedagogical resource to enhance student proficiency in learning English. However, a persistent problem has existed on how best to motivate students to engage in this activity. This was a qualitative study to explore the possibility that reading format, either digital or print, may make a difference in encouraging students to participate more willingly in this activity. Four students in an English reading comprehension class volunteered to be involved in this study. All students in the class were allowed to select reading materials, both in digital and print formats, during the course of the semester. The four study participants were subjected to interviews, observations, and provided diary entries to describe their reactions to reading in these different formats. Charts were developed to present data from observations. Findings indicated that materials in both formats had a generally positive effect on encouraging these students to read, however, their preferences were somewhat inconclusive, with two students favoring digital and two preferred print materials. Data from observations was more definitive and indicated that the digital format was the preferred method for FVR. The study concluded with a discussion of limitations, and some possible implications for the classroom.
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