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Journal articles on the topic 'Reading Motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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1

Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.

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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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2

Huang, Hsin-Chou. "Motivational Changes in an English Foreign Language Online Reading Context." Social Behavior and Personality: an international journal 41, no. 5 (June 1, 2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.

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This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.
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Li, Wu, and Yuehua Wu. "Adolescents’ social reading: motivation, behaviour, and their relationship." Electronic Library 35, no. 2 (April 3, 2017): 246–62. http://dx.doi.org/10.1108/el-12-2015-0239.

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Purpose Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour. Design/methodology/approach This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China. Findings The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self-development, peer recognition, information acquisition, personal interests and time killing. The research also found that different motivational dimensions exerted different influences on adolescents’ social reading activities. Specifically, the motivations of time killing and self-development are significant predictors of both the reading act and socializing act. However, information acquisition and personal interests were significant predictors only of the reading act, while social interaction and peer recognition significantly predicted the socializing act. Research limitations/implications The findings would be valuable for those who develop reading programs or administer adolescents’ reading practice. This study can help them understand the complexity of adolescents’ social reading motivation and distinguish between its different dimensions. Originality/value The study provides important insights into the nature of adolescents’ social reading motivation and how it relates to their social reading behaviour. It not only confirmed the multidimensionality of social reading motivation as a construct but also expanded the exploration of reading motivation and behaviour to the social media arena.
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4

Carpenter, Jordan M., Melanie C. Green, and Kaitlin Fitzgerald. "Mind-reading motivation." Scientific Study of Literature 8, no. 2 (December 31, 2018): 211–38. http://dx.doi.org/10.1075/ssol.18011.car.

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Abstract Previous research suggests a link between perspective-taking and the tendency to become immersed in narratives or literature. We extend that research by considering both individual differences and persuasion outcomes. Specifically, Mind-Reading Motivation (MRM) is an individual difference in the willingness to effortfully engage with other people’s perspectives and mental states. Stories may be most influential when readers put themselves in the place of another person, even a fictional other. In Study 1, higher MRM was correlated with more fiction reading but not more nonfiction reading. Studies 2a and 2b demonstrated that higher MRM was associated with greater transportation into a narrative. We replicated this effect in Study 3, showing that MRM was associated with both higher transportation and narrative persuasion. The effect of MRM on persuasion is mediated by connections to the characters. This research helps identify which individuals are most likely to be persuaded by narrative communications.
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Monteiro, Vera. "Promoting Reading Motivation by Reading Together." Reading Psychology 34, no. 4 (July 2013): 301–35. http://dx.doi.org/10.1080/02702711.2011.635333.

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6

Indrayadi, Toni. "Indonesian EFL Learners’ Reading Motivation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 2 (May 19, 2021): 335. http://dx.doi.org/10.21093/ijeltal.v5i2.745.

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Motivation in reading is very important for engaging learners in reading activity which can affect better reading comprehension. However, without motivation in reading can affect the worst reading comprehension. Therefore, motivation in reading needs to be constructed first by the teachers. This study examined whether intrinsic and extrinsic reading motivation different among students and reading motivation in general. This study used a descriptive quantitative approach with a survey design. Eighty-five third-year students voluntarily returned the motivation reading questionnaire about their motivation in reading. The data were analyzed through descriptive statistics using SPSS 23 and criteria-referenced and norm-referenced interpretations. From the analysis, it was found that most extrinsic reading motivation dimension percentages were slightly higher than intrinsic motivation and reading motivation dimension percentages in general in high category percentage. This study concludes that the external reason likely influenced students' motivation in reading. The students who were more motivated to read in this study were because of the expectation to get appreciation from others, good grades, better information from the text, and to finish the assignment. It also implies the theory of motivating students to engage with English reading texts.
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Bozgun, Kayhan, and Fatih Can. "The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation." International Journal on Social and Education Sciences 5, no. 1 (January 20, 2023): 51–65. http://dx.doi.org/10.46328/ijonses.383.

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The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.
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8

Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (July 1, 2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.

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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.
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9

Schutte, Nicola S., and John M. Malouff. "Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale." Reading Psychology 28, no. 5 (November 5, 2007): 469–89. http://dx.doi.org/10.1080/02702710701568991.

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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.
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Alhamdu, Alhamdu. "INTEREST AND READING MOTIVATION." Psikis: Jurnal Psikologi Islami 1, no. 1 (May 15, 2016): 1–10. http://dx.doi.org/10.19109/psikis.v1i1.552.

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The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.
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Adkins, Denice, and Beth M. Brendler. "Libraries and reading motivation." IFLA Journal 41, no. 2 (June 2015): 129–39. http://dx.doi.org/10.1177/0340035215578868.

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13

Anmarkrud, Øistein, and Ivar Bråten. "Motivation for reading comprehension." Learning and Individual Differences 19, no. 2 (June 2009): 252–56. http://dx.doi.org/10.1016/j.lindif.2008.09.002.

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14

Wigfield, Allan, Jessica R. Gladstone, and Lara Turci. "Beyond Cognition: Reading Motivation and Reading Comprehension." Child Development Perspectives 10, no. 3 (May 23, 2016): 190–95. http://dx.doi.org/10.1111/cdep.12184.

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15

Aarnoutse, Cor, and Gonny Schellings. "Learning reading strategies by triggering reading motivation." Educational Studies 29, no. 4 (December 2003): 387–409. http://dx.doi.org/10.1080/0305569032000159688.

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16

Shah, Syed Hyder Raza, Sehar Naveed, and Abdul Ghaffar Madani. "Motivation for Reading the Holy Quran with and without Translation." International Journal of Islamic Thought and Humanities 1, no. 2 (September 1, 2022): 66–78. http://dx.doi.org/10.54298/ijith.v1i2.29.

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Motivation means a lot when human does something which is not very common in day to day life. Literature review indicates that there are rarely available studies on motivation for reading the holy Quran in Pakistani context. Therefore, the current study intends to find out basic types of motivation for reading holy Quran, factors involved that motivate to read with and without translation in their L1. Last but not least, gender based motivational (if any) difference. To research a quantitative study was adopted in which a survey based questionnaire was filled via Google form from randomly selected 218 students of 7 universities of Sindh, Pakistan. Collected data is descriptively analyzed by Statistical Package for Social Sciences (SPSS Version 22). The findings revealed three most important motivating factors for reading the holy Quran: (1) it is the best book for mankind (∑4.6422); (2) it is a guideline to live better and happier life (∑4.6009); (3) it is compulsory for every Muslim to read (∑4.5642). Moreover, university students are more intrinsically (∑41.1651) than extrinsically (∑34.0642) motivated for reading the holy Quran. Meanwhile a great difference is being found in university students’ motivation for reading the holy Quran with and without translation. The Mean score of reading without translation is ∑9.8073 and with translation is ∑4.9862. An independent t-test informed that there is no significant difference between male and female students’ motivation for reading the holy Quran. The research claims that youth are losing their intrinsic motivation for reading the holy Quran because of extensive use of social media. It suggests that university students should read with translation because it helps their academic as well as personal life.
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Murtafi'ah, Banatul, and Nur Hidayanto Pancoro Setyo Putro. "Gender differences in santri�s reading attitude and motivation." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 251. http://dx.doi.org/10.30659/e.5.2.251-262.

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A considerable amount of studies has explored gender differences in reading attitude and motivation among students in both elementary and secondary school levels. However, none of them is concerned with English reading attitude and motivation among santri or students living at Islamic boarding school in which gender segregation is applied. This study attempts to investigate santri�s reading attitude and reading motivation based on their gender. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in the study by completing both reading attitude questionnaires and motivational reading questionnaire (MRQ). The results showed that there were significant differences among female and male santris in terms of reading attitude and motivation. The independent sample t-test revealed that female students reported statistically significant higher attitude in both academic and recreational reading than male students. Similarly, female students also reported higher reading motivation in three dimensions of MRQ, i.e. reading involvement, importance of reading, and competition in reading than male student. Likewise, regression analysis showed that gender could predict santri�s reading attitude and motivation. This study, therefore, confirmed a consistent finding from the previous studies revealing that female students had higher reading attitude and motivation than male students.
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Toste, Jessica R., Lisa Didion, Peng Peng, Marissa J. Filderman, and Amanda M. McClelland. "A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students." Review of Educational Research 90, no. 3 (May 13, 2020): 420–56. http://dx.doi.org/10.3102/0034654320919352.

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The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.
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Merve, Savasci, and S. Akyel Ayşe. "Relationship among EFL reading comprehension, silent reading rate, vocabulary, and reading motivation." i-manager’s Journal on English Language Teaching 12, no. 2 (2022): 16. http://dx.doi.org/10.26634/jelt.12.2.18440.

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As a subset of the large-scale research on several issues related to EFL reading comprehension and instruction, this study investigates the potential relationship among English as a Foreign Language (EFL) reading comprehension, silent reading rate, vocabulary knowledge (i.e., receptive and productive vocabulary knowledge), and reading motivation (i.e., intrinsic and extrinsic reading motivation), as well as the relative contribution of each of these factors to EFL reading comprehension. Data were collected through a reading comprehension and rate test, receptive and productive vocabulary tests, and a reading motivation questionnaire administered to university level EFL learners enrolled in a state university in Turkey. Findings indicated a positive, moderately significant correlation between receptive and controlled productive vocabulary knowledge (p < 0.05) and a weak but significantly positive correlation between silent reading rate and reading motivation (p < 0.05). Findings also showed that silent reading rate and intrinsic reading motivation significantly predicted EFL reading comprehension (p < 0.05). Implications for pedagogy and suggestions for future EFL reading research are discussed.
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Tisa, Fatimah, Sofendi Sofendi, and Eryansyah Eryansyah. "Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students." JEES (Journal of English Educators Society) 6, no. 1 (March 30, 2021): 42–51. http://dx.doi.org/10.21070/jees.v6i1.751.

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Reading is essential in every subject. Reading also has a relationship with the students' achievement. This study is aimed to investigate whether or not there is (1) a significant correlation between reading attitude and reading comprehension achievement, (2) a significant correlation between reading motivation and reading comprehension achievement, (3) a significant correlation between reading attitude and reading motivation, and (4) any correlation between predictor variables and the criterion variable. The study was a correlational study with Pearson-product moment correlation. The sample of this study were 95 eleventh graders of upper secondary school. Cluster random sampling technique is used in this study. Questionnaires of reading attitude, reading motivation, and reading comprehension tests are given. The questionnaire result reveals that the reading attitude was negative, and reading motivation is medium. Furthermore, the results show that reading attitude and reading comprehension has a significant correlation. Reading motivation and reading comprehension also has a significant correlation. The roles of students, parents and teachers must work suitably in order to construct the positive reading atmosphere, thus they could achieve the better achievement in reading even for all subjects. HIGHLIGHTS: The supports from family in motivating the children to be a good reader could build the positive attitude toward reading. Reading motivation can lead to the improvement in language learning performance. The learners who tend to read simple English texts can be said as the learners who were lacking English reading experiences.
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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.37132/isl.v0i7.182.

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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.
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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.24310/revistaisl.vi7.10983.

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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.
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23

Wigfield, Allan. "Reading motivation: A domain-specific approach to motivation." Educational Psychologist 32, no. 2 (March 1997): 59–68. http://dx.doi.org/10.1207/s15326985ep3202_1.

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Morgan, Paul L., Douglas Fuchs, Donald L. Compton, David S. Cordray, and Lynn S. Fuchs. "Does Early Reading Failure Decrease Children's Reading Motivation?" Journal of Learning Disabilities 41, no. 5 (September 2008): 387–404. http://dx.doi.org/10.1177/0022219408321112.

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Unrau, Norman J., and Matthew Quirk. "Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions." Reading Psychology 35, no. 3 (February 14, 2014): 260–84. http://dx.doi.org/10.1080/02702711.2012.684426.

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Erni, Erni. "Online Reading Strategy in Academic Reading by Foreign Language Learners during Covid 19 Outbreak." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (May 24, 2021): 374–86. http://dx.doi.org/10.35445/alishlah.v13i1.481.

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This mixed-method research used questionnaires, in-depth interviews, and open-ended questions as the instrument of data collection. Twenty-five samples were selected randomly from 112 populations. The objectives of the study were to explore online reading strategies in academic reading by foreign language learners during the Covid 19 outbreak. This study revealed that: Using online reading strategies by foreign language learners were varied in four different types, namely global strategy, problem-solving strategy, support strategy, and soci0-effective strategy. Motivation influenced foreign language learners' online reading strategies for 13.65% in academic reading during the Covid 19 outbreak; meanwhile, age and gender influenced less. Motivation influenced online reading strategies used by foreign language learners during the Covid 19 outbreak for two purposes: integrated and instrumental motivations. These two types of motivation influenced the choices and use of learners' online reading strategies during the Covid 19 outbreak.
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Han, Feifei. "The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China." SAGE Open 11, no. 2 (April 2021): 215824402110084. http://dx.doi.org/10.1177/21582440211008423.

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This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierarchical cluster analysis, and t tests. The EFA generated three scales, one for intrinsic motivation (i.e., the Efficacy and Engagement scale) and two for extrinsic motivation (i.e., the Utility Value scale and the Academic Value scale). The correlation analyses showed that only the Efficacy and Engagement scale was significantly correlated with reading proficiency. The cluster analysis identified two groups of students, who differed in the three motivation scales as their motivational profiles. Based on the motivational profiles, differences on strategy use, frequency, and proficiency in English were also observed.
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Clark, Mary Kristen. "Fostering Motivation to Read." Perspectives on Language Learning and Education 18, no. 1 (March 2011): 5–12. http://dx.doi.org/10.1044/lle18.1.5.

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The purpose of this review is to explain the role and importance of motivation for reading comprehension and suggest classroom practices that can foster motivation to read. Method: A computerized literature search for theoretical accounts of and research findings on motivation in education and reading was conducted for this review. Conclusions: Motivation to read is positively associated with amount and breadth of reading. Cognitive and affective aspects of motivation can be fostered to encourage reluctant readers to value books and reading experiences. The suggested classroom practices support student motivation to learn through reading.
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Lee, Yongjun. "Sociocultural perspectives and reading motivation." JOURNAL OF READING RESEARCH 57 (November 30, 2020): 107–44. http://dx.doi.org/10.17095/jrr.2020.57.5.

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Watkins, Marley W., and Debra Young Coffey. "Reading Motivation: Multidimensional and Indeterminate." Journal of Educational Psychology 96, no. 1 (March 2004): 110–18. http://dx.doi.org/10.1037/0022-0663.96.1.110.

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오규설. "Review of Reading Motivation Construct for Measuring Reading Motivation- Based on Self Determination Theory -." Journal of Korean Language and Literature Education ll, no. 63 (February 2017): 189–218. http://dx.doi.org/10.17247/jklle.2017..63.189.

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32

Darmayanti, Ni Putu Era. "Effect of Visualized Reading Content on Students’ Reading Motivation." Art of Teaching English as a Foreign Language 2, no. 1 (November 2, 2021): 1–7. http://dx.doi.org/10.36663/tatefl.v2i1.120.

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The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.
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Darmayanti, Ni Putu Era. "Effect of Visualized Reading Content on Students’ Reading Motivation." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 78–83. http://dx.doi.org/10.36663/tatefl.v2i2.120.

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The study was intended to explore the effect of visualized reading content on students’ reading motivation. This study was an experimental study. The present study was an experimental study with pretest-posttest design. This study was conducted in one junior high school in Singaraja and 32 students were involved. The result of analysis found that students reading motivation was better after the implementation of visualized reading content. Thus, it can be said that there is a significant mean difference between students in reading motivation before and after the implementation of visualized reading contents. Teachers are encouraged to implement visualized reading content in order to enhance students’ reading motivation.
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34

Aliman, Bai Donna S. "Effects of DynEd Reading Course on Students’ Reading Proficiency and Reading Motivation." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 28, 2021): 426–36. http://dx.doi.org/10.47175/rielsj.v2i3.307.

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Dynamic Education (DynEd) International Inc. is a leading provider of Interactive Language Program designed to enhance learners’ English communication skills. This study aimed to determine the effect of the DynEd’s Reading course on reading proficiency and reading motivation of the students in Mindanao State University-Maguindanao during 2nd Semester of A.Y. 2017-2018. The study was conducted with the college students taking Job Enabling English Proficiency (JEEP) Start 2 courses. Sixty students were randomly selected among the eligible students to take Reading for Success course of the DynEd courseware. In this study, single group experimental with pretest and posttest design was used. The reading section of a TOEFL and Motivation for Reading Questionnaire (MRQ) by Wang and Guthrie (2004) were used as research instruments. The results showed that before DynEd Reading course was introduced, the students’ reading proficiency level was described as low. However, after the 8-week long intervention using courseware, the students’ reading proficiency level increased to intermediate level. Moreover, the students’ intrinsic and extrinsic reading motivation level before and after the intervention were all found out to be in “motivated” level. It was also found out that comparison between the pretest and posttest in reading proficiency and intrinsic reading motivation were significant. It was then concluded that the DynEd Reading course is effective in improving the reading proficiency level and intrinsic reading motivation of the college students. The result implies that DynEd courseware is an effective tool to enhance the reading skills of the students.
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박혜숙. "Relations among Motivation for Reading, Reading Activity, and Korean Reading Achievement." Studies in Humanities and Social Sciences 1, no. 21 (December 2008): 107–31. http://dx.doi.org/10.17939/hushss.2008.1.21.004.

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Nevo, Einat, Vered Vaknin-Nusbaum, Sigalit Brande, and Linda Gambrell. "Oral reading fluency, reading motivation and reading comprehension among second graders." Reading and Writing 33, no. 8 (February 17, 2020): 1945–70. http://dx.doi.org/10.1007/s11145-020-10025-5.

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Bakkaloğlu, Selva, and Gülhiz Pilten. "Examining the Relationship Between Reading Motivation and Reading Comprehension Self-Efficacy Perception." International Journal of Psychology and Educational Studies 10, no. 1 (January 24, 2023): 144–58. http://dx.doi.org/10.52380/ijpes.2023.10.1.909.

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This study aims to investigate the relationship between the reading motivation and reading comprehension self-efficacy perceptions of fourth-grade students.The research model is the correlational survey model, one of the quantitative research methods. The study group of the research consists of 571 students studying in the fourth grade. The ‘Reading Motivation Scale’ and the ‘Reading Comprehension Self-efficacy Perception Scale’ were used as data collection tools. The SPSS statistical software program was used for the analysis of the data. Independent Samples T-Test and ANOVA, which are parametric tests, were used in the analysis of the data. When the results obtained in the study were examined, it was seen that the students’ reading motivation total scores were at a ‘good’ level, and that there was no significant difference in their total scores according to the gender and Turkish report card grade variables. Similarly, it was concluded that the students’ reading comprehension self-efficacy perception total scores were also at a ‘good’ level, and that there was no difference between students depending on the gender and Turkish report card grade variables. Finally, it was determined that there was a ‘moderate’ positive relationship between the students’ reading motivations and their reading comprehension self-efficacy perceptions.
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Mubarok, Husni, and Nina Sofiana. "Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability." Lingua Cultura 11, no. 2 (November 30, 2017): 121. http://dx.doi.org/10.21512/lc.v11i2.1824.

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This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.
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Al Seghayer, Khalid. "The Impact of Four Reading Motivational Constructs on Motivating EFL Learners to Read Online Texts in English." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 2 (April 2013): 56–81. http://dx.doi.org/10.4018/ijcallt.2013040104.

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It is generally acknowledged that motivation plays a critical role in second-language (L2) reading. The technology-enhanced learning environment, specifically the computer-assisted reading environment as an interactive tool with distinctive attributes, is said to motivate English as a foreign language (EFL) learners to make more sustained efforts in online reading and show greater perseverance. Such an environment encourages students to devote more time to reading due to its ability to more profoundly engage English learners in reading accessible, electronic English texts. The present study investigates the relative contribution of four motivational constructs that constitute the EFL learner’s online reading motivation: the intrinsic value of reading online English texts, the extrinsic value of reading online English texts, the attainment value of reading, and reading efficacy. The study closely measures the views of EFL learners in preparatory programs at selected Saudi universities regarding the value of online reading with respect to these four motivational constructs. In addition, it explores differences in these motivational constructs according to the perspectives of both genders who are attending preparatory programs, as well as examines the motivational attitude of EFL learners toward the value of reading online English texts. A 35-item survey was administered to the selected respondents to identify the four dimensions of EFL learners’ online English reading motivation. The findings indicate that the four online reading motivational constructs contribute positively to EFL learners reading online English texts in the following order: extrinsic, attainment, intrinsic, and efficacy. The questionnaires were analyzed by use of within- and between-subjects ANOVA and post-hoc pairwise comparisons, whereas the open-ended questions were analyzed by use of content analysis. The results also show that both male and female EFL learners have high motivation to read online English texts, with female learners scoring significantly higher than male learners on the attainment scale.A thorough discussion that incorporates the present results is provided, along with proffering and highlighting practical technical and pedagogical implications for computer-assisted language learning (CALL) reading classrooms beyond the given context. Areas of potential future research are delineated as well.
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Putri, K. I. M., D. K. Tantra, and N. P. E. Marsakawati. "CONTRIBUTION OF READING HABIT, READING INTEREST, READING MOTIVATION, READING SELF-EFFICACY TO THE STUDENTS’ READING COMPREHENSION IN SENIOR HIGH SCHOOL." Jurnal Pendidikan Bahasa Inggris Indonesia 9, no. 1 (April 30, 2021): 25–31. http://dx.doi.org/10.23887/jpbi.v9i1.215.

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The general objective pursued in this research is to describe and predict the students’ reading habit, reading interest, reading motivation, and reading self-efficacy to their reading competency in the Senior High School. The design applied is a quantitative research. There were 124 students recruited using cluster sampling technique. Data were gathered using four rating scales and a reading test. The obtained data were analyzed in two phases, namely: descriptively and inferentially. Descriptively, central tendency measures and dispersion were computed for the four predictor variables and one criterion variable. Whereas inferentially, gross and net contributions of the four predictor variables to the criterion variables were computed using regression analysis technique. Descriptively, the mean scores of reading habit, reading interest, reading motivation, reading self-efficacy, and reading comprehension are categorically moderate. The multiple correlation between the predictor variables and the criterion variable is highly significant (R= 78.7%). The contribution of the predictor variable to the criterion variable is as much as 61.9%. The research findings imply effective efforts to the betterment of reading habit, interest, motivation, self-efficacy as well as the the students’ reading comprehension in SMAN 1 Kuta Selatan.
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Aulia Rohman, Isa, and Suwandi Suwandi. "The Effectiveness of Listen-Read-Discuss and Contextual Redefinition Strategies in Teaching Reading Comprehension to EFL Learners with Different Levels of Motivation." English Education Journal 11, no. 3 (September 15, 2021): 444–51. http://dx.doi.org/10.15294/eej.v11i1.47311.

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This study aims to analyze how effective the listen-read-discuss (LRD) strategy and contextual redefinition (CR) strategy in teaching reading comprehension to EFL learners with different motivation levels. This paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at SMP Islam Nudia Semarang. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: LRD and CR strategies. Test and questionnaire were used to collect the data in this study. The data was analyzed using ANOVA to prove the hypotheses. The result showed a significant difference between LRD and CR strategies to teach reading comprehension to students with high and low motivations. The Contextual Redefinition (CR) strategy effectively teaches reading comprehension to high and low motivation levels than the Listen-Read-Discuss (LRD) strategy. Based on ANOVA analysis, there were no interaction among the LRD and CR strategies, students' motivation, and teaching reading comprehension.
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Rosa, Lotta-Sofia La, and Aku-Ville Lehtimäki. "Absorbing narratives and Motivation to Read." Scientific Study of Literature 11, no. 1 (December 17, 2021): 74–107. http://dx.doi.org/10.1075/ssol.20009.ros.

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Abstract Digital reading has established its position, and thus research on how reading mode affects reading experience and enjoyment is needed. This study is based on a reading experiment with 89 14–15-year-olds who read or listened to an entire book in four different reading modes: paperbook, ebook, audiobook, and via a commercial subscription service. Using quantitative methods, we examine whether reading mode affects story world absorption as well as seek connections between gender, motivation, absorption and reading mode preferences. Based on the study, reading mode has no statistical impact on narrative absorption experience, measured by the Story World Absorption Scale. Instead, the experience correlates with reading motivation; an adolescent with higher motivation is more likely to feel absorbed while reading, regardless of reading mode. On average, girls experience higher reading motivation and absorption than boys. Less motivated seem to prefer audiobook whereas more motivated choose reading over listening.
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Barber, Ana Taboada, and Susan Lutz Klauda. "How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 27–34. http://dx.doi.org/10.1177/2372732219893385.

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Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.
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Lyons, Derek E., Webb Phillips, and Laurie R. Santos. "Motivation is not enough." Behavioral and Brain Sciences 28, no. 5 (October 2005): 708. http://dx.doi.org/10.1017/s0140525x05400126.

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Tomasello et al. provide a new account of cultural uniqueness, one that hinges on a uniquely human motivation to share intentionality with others. We favor an alternative to this motivational account – one that relies on a modular explanation of the primate intention-reading system. We discuss this view in light of recent comparative experiments using competitive intention-reading tasks.
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Baba Öztürk, Melek, and Mücahıt Aydogmus. "Relational Assessment of Metacognitive Reading Strategies and Reading Motivation." International Journal of Progressive Education 17, no. 1 (February 1, 2021): 357–75. http://dx.doi.org/10.29329/ijpe.2021.329.23.

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Ayala Mendoza, Asdrúbal Emilfo, and Jenny Maribel Arcos Tasigchana. "Motivación a la lectura en niños de edades tempranas." Revista Científica Retos de la Ciencia 5, e (September 15, 2021): 42–51. http://dx.doi.org/10.53877/rc.5.e.20210915.04.

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The action of reading is a complex skill in order to understand the written text. Children tend to present problems when reading, generating difficulties in reading comprehension and affecting their educational performance, the responsibility of stimulating children to read lies with parents, school and society. The objective of this research is to identify those motivational practices towards reading at early ages, exposed by different theoretical references, extracted from updated primary sources, in which positive results are evidenced for the reading habit of children. This research was carried out with a qualitative approach, at a descriptive level, with the documentary bibliographic type, with an analysis of references. The results show that the motivating practices for reading at early ages are those applied by teachers, as well as the imitation of children with parents who have reading habits. Dialogic reading that generates the role of narrator in the child and the use of bibliographic material as a promoter of the relationship between the child and the text. Reading is of vital importance for the promotion of the student's academic quality, magic methods to stimulate reading do not exist and motivating the child properly will have a positive result in his or her intellectual and academic development. The teacher as motivator is the support for the child to assume the reading process; the family is in charge of stimulating reading activity in early childhood; story reading involves children as active readers and writers; the use of library material generates a relationship between the child and the text; and dialogic reading creates an environment of equal reading motivation.
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Indrayadi, Toni. "Modifying and Assessing Validity and Reliability of Motivation for Reading Questionnaire." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 1 (August 14, 2021): 1–13. http://dx.doi.org/10.32939/tarbawi.v17i1.697.

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This study aimed to describe the modification process and validity and reliability assessment of instruments regarding motivations for reading questionnaire (MRQ) for measuring reading motivation of junior high school students in Jambi, Indonesia. Eighty-three students participated in this study, selected through the respondent who returned the questionnaires. The corrected items' total correlation of SPSS 23 was applied to examine the validity and reliability of MRQ. The result of the corrected items' total correlation of SPSS statistical analyses showed that all of the 53 modification items of MRQ were valid and reliable. It indicated that all 53 items of MRQ were appropriate to be used for measuring the reading motivation of junior high school students in Jambi, Indonesia. It can provide a future studies screening tool for measuring the students’ reading motivation.
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Lee, Eunjin. "A Study on the Motivational Aspects of Korean Reading of Foreign Undergraduate Students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 731–44. http://dx.doi.org/10.22251/jlcci.2023.23.1.731.

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Objectives The purpose of this study is to reveal the educational implications related to the reading motivation of foreign students by exploring the subfactors of Korean-reading motivation by targeting foreign undergraduate students in Korea and examining the difference in Korean-reading motivation according to the learners’ variables related to gender, nationality, and level. Methods To this end, the test was conducted using the foreign language reading motivation scale of Lee & Kwon (2022), which was developed based on the reading motivation theory of Watkins & Coffey(2004), Mori(2002), etc. on 86 foreign undergraduate students attending 4 universities in Seoul and Busan, from the May to June 2022, and the results were statistically verified by SPSS 26.0. Results As a result of the study, the motivation for domestic foreign undergraduate students to read Korean was extracted into 6 subfactors: (1)reading challenge motivation, (2)reading importance motivation, (3)efficacy motivation, (4)fiction motivation, (5)non-fiction motivation, and (6)recognition and competition motivation. In addition, as a result of confirming the difference of patterns in reading motivation according to the learners’ variables, The difference in motivation according to gender found that men are more motivated than women in reading efficacy motivation and women are more motivated than men in reading challenge motivation and fiction motivation. The motivation factor according to nationality showed statistically significant difference only in reading challenge motivation, and the difference in motivation according to the TOPIK level showed that 3rd and 4th grade acquirers had a higher motivation than 5th and 6th grade acquirers in recognition and competition motivation. Conclusions In the field of Korean reading education as a foreign language, given that discussions such as reading motivation in affective aspects and the results of the study have been relatively insignificant, the results of this study are meaningful as a study that investigated the Korean reading motivation of foreign students, identified subfactors, and statistically identified differences in motivation patterns according to learners' variables. The results of this study are basic and empirical study on the reading motivation of foreign students, which can be used as basic data for teaching and learning of foreign undergraduate students in Korea.
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Savaşçı, Merve, and Ayşe Semra Akyel. "INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 173. http://dx.doi.org/10.15639/teflinjournal.v33i1/173-200.

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This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential effect of proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week study was conducted with mixed-proficiency university-level Turkish EFL learners divided into three experimental groups. A method incorporating 150-minute SSR or ARR instructions into the 150-minute intensive reading instruction in two groups was implemented, as compared against a TR group that received 300-minute traditional intensive reading instruction weekly. Data came from a reading comprehension and rate test, reading motivation questionnaire, participant reflections, and interviews. Findings indicated that SSR yielded significant benefits for reading comprehension of both low and high-proficiency participants. Moreover, SSR and ARR showed positive effects on intrinsic reading motivation, whereas TR contributed slightly to extrinsic reading motivation. Regarding the possible effect of proficiency, while SSR yielded more advantages for higher-proficiency learners, ARR and TR were comparatively more beneficial for lower-proficiency learners. Implications for pedagogy and future research for university-level EFL reading classes are discussed.
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Vaknin‐Nusbaum, Vered, and Einat Nevo. "Reading Fluency and Reading Motivation in Hebrew in Students with Reading Disabilities." Learning Disabilities Research & Practice 36, no. 2 (May 2021): 110–20. http://dx.doi.org/10.1111/ldrp.12248.

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