중등 영어교사들의 다독 체험이 읽기 동기 부여 및 자신감 형성에 미치는 영향
The Effects of Extensive Reading on Secondary School English Teachers' Motivation for and Confidence in Reading
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초록
This study aims to explore the effects of extensive reading on secondary school English teachers' motivation for and confidence in reading. The research questions are as follows: (1) How does extensive reading affect secondary school English teachers' motivation for and confidence in reading? (2) How does a print-rich environment contribute to increasing one's motivation to read? A total of fourteen teachers who were taking a teacher training course participated in an extensive reading program of 17 hours for two weeks. They were situated in a print-rich classroom replete with approximately 1,000 books that included graded readers, young-adult books, best sellers, and magazines. So as to enhance the credibility of the research, data were collected from multiple sources, such as observation with field notes, learner journals, surveys, and interviews. Data were analyzed by comparison between different data sources. The findings of the research indicated that the teachers became highly motivated to read and confident in reading English books if they were reading materials they considered pleasurable and easy to read. They also believed that a print-affluent environment was a very important factor in increasing their motivation to read, providing a large quantity of comprehensible input to language learners.
Abstract
This study aims to explore the effects of extensive reading on secondary school English teachers' motivation for and confidence in reading. The research questions are as follows: (1) How does extensive reading affect secondary school English teachers' motivation for and confidence in reading? (2) How does a print-rich environment contribute to increasing one's motivation to read? A total of fourteen teachers who were taking a teacher training course participated in an extensive reading program of 17 hours for two weeks. They were situated in a print-rich classroom replete with approximately 1,000 books that included graded readers, young-adult books, best sellers, and magazines. So as to enhance the credibility of the research, data were collected from multiple sources, such as observation with field notes, learner journals, surveys, and interviews. Data were analyzed by comparison between different data sources. The findings of the research indicated that the teachers became highly motivated to read and confident in reading English books if they were reading materials they considered pleasurable and easy to read. They also believed that a print-affluent environment was a very important factor in increasing their motivation to read, providing a large quantity of comprehensible input to language learners.
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