5 TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of tables and figures vii List of abbreviations viii CHAPTER 1 INTRODUCTION 1 1 1 Rationales of the study 1 1 2 The aims of the study 2 1 3 Research questions 2 1 4 Scope of the study 3 1 5 Methods of the study 3 1 6 Significance of the study 3 1 7 Design of the study 3 CHAPTER 2 LITERATUREREVIEW 4 2 1 Introduction 2 2 An overview of motivation 4 2 2 1 Definitions of motivation 4 2 2 2 The role of motiva.
INTRODUCTION 1
English has become a crucial language for international communication, significantly impacting both personal and professional spheres In today's world, students have the opportunity to engage with scientific and technological advancements, but they also face the challenge of falling behind if they lack proficiency in the language.
To master English, students must develop the interconnected skills of listening, speaking, reading, and writing, with reading being particularly vital Reading not only enhances other language skills but also enriches students' understanding of the target language As Byrne states, "reading is an important way of expanding the students’ receptive knowledge of the language," and it effectively encourages classroom discussions and writing activities Through reading, students can transcend time and cultural barriers, allowing them to engage with the thoughts of philosophers, the observations of scientists, the insights of scholars, and the narratives of novels and plays.
Reading is a crucial skill for learning English, yet many students at Nghe An College struggle with it due to the often tedious nature of reading lessons, leading to fatigue and stress A significant barrier is the lack of effective reading strategies, which are vital for overcoming classroom challenges Motivation plays a pivotal role in determining student success in language learning, as highlighted by educators and parents alike (Guthrie, Solomon 1997) To enhance student engagement, it is essential to inspire them to take an active interest in their tasks, prompting me to focus on strategies that foster this motivation.
“The relationship between first –year Nghe An college students’ motivation to read and their use of reading strategies”
* To identify types of motivation possessed by the first-year-college students in learning reading
* To investigate some factors affecting students' motivation in learning reading
This study aims to investigate the relationship between motivation and the use of reading strategies, focusing on how different types of motivation influence students' selection of these strategies.
1 What are the types of motivation possessed by the first -year -students in reading learning?
2 Is there a relationship between the types of motivation (integrative motivation and instrumental motivation) and learners' choice of reading strategies?
3 What are the factors affecting students' motivation in learning reading?
This study explores the connection between first-year students' motivation to read and their application of reading strategies It highlights the significant role that motivation plays in influencing language learners' choice of learning strategies.
Department of English, NGHE AN college
To achieve the aims mentioned above, data were collected through the survey questionnaire
The quantitative research method aims to gather data on students' motivation for reading, exploring the connection between their motivation levels and the reading strategies they employ.
Motivation plays a crucial role in language learning, significantly influencing the success or failure of learners This study highlights the importance of understanding motivation in the context of language acquisition.
It studies types of motivation which are possessed by most of the students in
English Department, Nghe An college
It investigates a relationship between the types of motivation (integrative and instrumental motivation) and learners' choice of reading strategies
It points out some suggestions for the teachers to improve the textbook, and some techniques to help motivate learners
The study consists of three main parts: the introduction, the development and the conclusion
Chapter 1 introduces rationale, aims of the study, the research questions as well as scope, significance of the study and methods of the study
Chapter 2 provides a comprehensive overview of the theoretical framework surrounding research on motivation and reading strategies It explores key topics such as the classification of reading, the significance of motivation in enhancing reading skills, and the various factors influencing students' motivation within the learning environment Additionally, the chapter highlights the roles of both teachers and students in the teaching and learning process, examines effective reading comprehension strategies, and discusses the intricate relationship between motivation and the application of reading strategies.
Chapter 3 outlines the research methodology employed in the study, detailing the situation analysis, the tools utilized, and the data analysis procedures It also presents the findings and provides an in-depth analysis of the data gathered from the survey questionnaires.
Chapter 4 presents key findings and discussions regarding reading motivation activities and techniques utilized by teachers at NJTTC It also offers recommendations for effective strategies aimed at enhancing reading skills among first-year students at Nghe An College.
Chapter 5 serves as the conclusion of the study, summarizing the key findings while addressing the study's limitations and offering recommendations for future research.
LITERATUREREVIEW 4
This chapter explores key issues in motivation theories related to reading and the implementation of reading strategies It focuses on two primary aspects: the theoretical foundations of motivation and the theoretical underpinnings of reading strategies.
Most teachers consider motivation essential for successful language learning Motivation is one of the factor that may influence strongly on the way language learning use learning strategies
A number of cognitive psychological view points offer quite a different perspective on motivation
Brown (1993: 152) defines it as “commonly thought of as an inner drive, impulse emotion, or desire that moves one toward or particular action"
Some psychologists claim that motivation terms of the construct of motivation from basic innate drives David Ausubel (1968: 368 – 379) pointed out six different drives:
Motivation is one affective component that is influences by instruction Motivation is a function of students‟ perception of the value of information ( Mc Combs 1996 )
Wittrock (1986) claimed that motivation as the process of initiating, sustaining and directing activity
According to Little wood,W (1998) pointed out the complex phenomenon of motivation from many different components
Motivation plays a vital role in second language learning, influencing whether a learner engages with the task, the energy they invest, and their perception of its duration This complex phenomenon encompasses various elements, including individual drive, the need for achievement and success, curiosity, and the desire for new experiences.
Mean while, the working committee on motivation in foreign language learning at the North East Conference of 1970 defines Motivation
…a force or incentive within a person, that person’s needs, ideas, organic state and emotions
… the process of providing wits a motive or motives, the stimulation and maintenance of an active interest in foreign languages (North aEast Conference report
2 2 2 The role of motivation in second language learning
Motivation plays a vital role in successful language learning, as it significantly impacts students' use of learning strategies, interaction with native speakers, and the amount of language input they receive According to Oxford and Shearin (1996), motivation also affects students' performance on achievement tests, their overall proficiency levels, and their ability to retain language skills after formal study has concluded Thus, fostering motivation is essential for effective second language acquisition.
Attitude and motivation are frequently recognized by language learning theorists and teachers as key factors influencing individual success in acquiring a second language Ramage (1990) emphasized the significance of these motivational and attitudinal elements in predicting whether students will continue their foreign language studies beyond the initial years.
According to Caroll (1962), motivation plays a crucial role in determining the time a learner dedicates to language acquisition She noted that a higher level of motivation leads to increased time spent on learning aspects of a second language.
Motivation is one affective component that is influenced by instruction Motivation is a function of student's perceptions of the value of information ( Mc Combs,1996)
To conclude, motivation plays an important role in teaching and baining, the teacher should know strategies to boost students‟ motive and to obtain success in teaching
Motivation plays a crucial role in effective learning strategies, particularly in acquiring a second language Understanding the two main types of motivation—integrative motivation, which focuses on connecting with the culture and community of the language, and instrumental motivation, which emphasizes practical benefits like career advancement—can significantly enhance language learning success.
An integrative orientation in language learning is characterized by a genuine interest in understanding and connecting with the people and culture of another language group, as noted by Gardner and Lambert (1972) This approach emphasizes the importance of cultural appreciation and personal engagement in the learning process.
Integrative motivation is a major factor that promotes the learner to develop that language to operate socially in that society
Finegan (1999:568) pointed out "integrative motivation typically underlines successful acquisition of a wide range of registers and a native –like pronunciation"
In contrast to integrative motivation, instrumental motivation is known by the desire to gain something practical or concrete from the study of a foreign language Ellis
According to a 1994 study, learners are often motivated to acquire a second language (L2) for practical reasons, such as passing exams, securing better job opportunities, or gaining admission to university programs This motivation is largely driven by the educational and economic benefits that proficiency in a second language can provide.
Motivation is said to be intrinsic or extrinsic
Intrinsic motivation is what learners bring to the learning motivation
Intrinsic motivation is known that the students wish to complete the task because they are interested refers to :motivation to engage in an activity for its own sake”
Intrinsic motivation, as defined by Woldkowski (1991), emphasizes that the activity itself is rewarding, eliminating the need for external rewards or punishments He describes it as the inherent drive to pursue challenges aligned with personal interests and abilities Key factors that support intrinsic motivation include competence, which involves feeling capable of completing tasks; autonomy, the ability to engage in activities independently; and relatedness, the sense of connection and contribution to one's social environment.
Harmer (2001:51) gives easily understandable definition that extrinsic motivation
“is caused by any number of outside factors such as: the nedd to pass an exam, the hope of financial reward or the possibility of future travel”
Writers widely acknowledge that intrinsic and extrinsic motivations significantly influence language learning Consequently, learners may find their motivation driven by internal desires or external influences, depending on the specific circumstances and conditions of the learning activity.
Strategies to encourage students‟ motivation
2 3 An overview of the nature of reading
Reading is a uniquely personal activity that varies greatly among individuals, encompassing various formats such as newspapers, magazines, written tests, and even labels on medicine bottles While reading is a fundamental human skill that often goes unexamined, differing perspectives on its definition continue to exist.
Reading is an important skill for English learners in today's world According to
According to Harmer (1989:153), the reading process primarily involves the eyes and the brain, where the eyes focus on the text while the brain interprets its meaning The speed of reading largely relies on the mechanical aspects of visual perception, allowing the reader to control their reading pace based on personal preference.
Sharing the same viewpoint on reading, Smith defined that “ reading is to understand author’s thought” (Smith (1985:102))
Carell Devine and Eskey (1983) emphasized that reading is a dynamic process that begins with the writer's linguistic representation and culminates in the meaning constructed by the reader This interaction highlights the crucial relationship between language and thought, where the writer encodes their ideas into language, and the reader decodes that language to derive understanding.
William (1984:2) pointed out that “reading is a process whereby one looks at and understands what has been written” It means that “merely reading aloud without understanding doesn’t count as reading”
Reading is a versatile tool shaped by the reader's intent and the context of the situation Just as a hammer serves multiple purposes beyond merely driving nails, reading encompasses comprehending, interpreting, and applying textual material This broader definition highlights that reading goes beyond the printed page, as the reader's own knowledge and perspective significantly influence the understanding of the text.
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer in a graphic format This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming the information presented.
METHODOLOGY 19
In the chapter, the two main parts in focus will be methodology, data analysis and discussion of the
The study was conducted at the Foreign Languages Department of Nghe An Junior Teachers’ Training College, focusing on the training of junior school teachers Students completed a three-year program with English as their major, where the first two years emphasized general English through the development of four key language skills: listening, reading, speaking, and writing In their final year, students concentrated on subjects related to the Target Linguistic.
Knowledge and Culture as well as subjects related to professional knowledge
The first year of language learning is crucial for shaping students' habits and strategies, fostering a positive attitude towards the target language, and sustaining motivation Motivation is essential for students to retain their language skills beyond the classroom (Gardener et al., 1985) and significantly influences their use of language learning strategies, as outlined in Maclntyre's (1994) model To effectively engage students, it is vital to provide diverse opportunities for skill practice in a supportive environment Teachers play a key role in enhancing this experience by employing various techniques to activate students' existing knowledge and spark their interest in reading.
The NJTTC welcomed a total of 119 freshmen in the English program, primarily aged between 18 and 21, with a majority being female (94 females and 25 males) These students hail from various rural districts in Nghe An province While most enrolled with the aspiration of becoming junior school teachers, some viewed this path as a secondary option.
The study focused on students who had studied English for a minimum of three years in upper secondary school and were in their first term at the Foreign Language department of NJTTC The research involved ten experienced teachers, all possessing at least five years of English teaching experience Each teacher holds a Bachelor's degree in English, with six having further attained a Master's degree.
To obtain the information for the study, the researcher used two instruments
* Instrument one: A questionnaire completed by the student
The questionnaire comprised two key sections: the first gathered demographic information from students, including their gender, age, and years of English study The second section aimed to capture students' opinions on reading, featuring 18 statements that assessed their motivation, with six focused on instrumental motivation and the remaining statements addressing integrated motivation.
* Instrument two: A questionnaire completed by the teachers
The survey administered to teachers comprised eight questions focused on their strategies for motivating students to read The initial section gathered demographic information, including the teacher's gender, age, and years of experience in teaching English and reading The second part explored teachers' opinions on student motivation in reading activities, the techniques they employed to encourage reading, and their comments on effective reading strategies.
The total number of the freshmen under the investigation of this case study was
The study included 106 students, with a notable majority of 89 females (approximately 84.5%) compared to 17 males (about 15.5%), highlighting a trend among female youth aspiring to become teachers Despite the gender disparity, this ratio did not affect their motivation for language learning, particularly in reading Most freshmen were 18 years old (46 students, around 43% of the sample), having recently transitioned from upper secondary school Additionally, 33 students (about 31%) were 19 years old, and 27 students (approximately 26%) were 20 Notably, over half of the sample consisted of students aged 20 and 21 who had previously failed the entrance examinations for universities and colleges Gender and age demographics are illustrated in Figures 1 and 2.
The majority of student participants were around twenty years old, indicating minimal age variation, which suggests that age is not a significant barrier to language acquisition However, it is important to note that these students hailed from various local areas within the province, leading to diverse experiences in English learning.
Research indicates that students exhibit significant differences in their frequency and types of reading strategies employed Various factors influence their choice of these strategies This section aims to explore the connection between motivation and reading strategy usage, specifically investigating which type of motivation impacts students' selection of reading strategies.
A questionnaire survey was conducted to gather data on the reading comprehension learning strategies of 119 freshmen English majors at NJTTC After individual examination of the responses, 13 questionnaires were discarded for various reasons, leading to the subsequent data-processing stage.
FINDINGS, DISCUSSIONS AND RECOMMENDATIONS 23
This chapter highlights the key findings of the study and engages in a discussion of their significance Additionally, it emphasizes the importance of applying research to practice, specifically addressing the implications for reading strategies tailored for first-year students at Nghe An College.
4 2 1 Results from teacher’s survey questionnaire (see Appendix 1)
At Nghe An College, a group of 10 English teachers includes three male educators, all of whom possess a minimum of five years of teaching experience Each teacher holds a Bachelor's degree in English, with six of them further advancing their qualifications by obtaining a Master's degree.
4 2 1 2 Teacher’s opinions towards students’ motivation
Question 1 What do you think of the importance of readingEnglish to your students?
A recent survey of teachers revealed unanimous recognition (100%) of the critical role reading plays in language learning All respondents acknowledged that reading enhances students' communication skills, with 80% noting its positive impact on improving other language skills and linguistic knowledge They emphasized a strong correlation between reading and other skills, highlighting that reading enriches vocabulary, provides essential information, and enhances background knowledge Additionally, it aids in writing by improving grammar and organizing ideas Furthermore, all teachers agreed that reading brings enjoyment and pleasure to students, with half emphasizing its importance in broadening knowledge, while the other half focused on its role in fostering enjoyment.
Question 2: Which stages of a reading lesson do you find that it is necessary to motivate your students?
Table1 Teacher’s opinions on student’s motivation of the reading stages
According to Table 3, 80% of teachers believe that motivating students is essential throughout all phases of the reading lesson, from presentation to production This highlights the teacher's role as a key motivator in the learning process Interestingly, only two teachers suggested that motivation was necessary during the while-reading stage, indicating that students appeared less engaged in the other stages.
Problems teachers often faced in teaching reading English
Question 3 What problems are you facing with in teaching reading?
Table2 Problems teachers facing in teaching reading
Teachers face several challenges in teaching reading English, including large class sizes, low student proficiency, reluctance to read, limited lesson time, and inadequate facilities A significant 80% of teachers identified student reluctance as their primary obstacle, with many students only engaging in reading when required Additionally, 70% of teachers reported difficulties managing large classes of 40 to 45 students, which hindered effective classroom control Furthermore, 60% of educators struggled to address varying proficiency levels, as less proficient learners felt hindered by their peers Only 30% and 40% of teachers expressed concerns about the limited time for lessons and outdated facilities, noting that the allocated time was insufficient for completing tasks and that some resources were inadequate for their needs.
Above were some main problems that teachers were faced with in teaching reading English for the first students The solution for these would be introduced in some following parts
Question 4 How often do you use the following activities in reading lesson?
Table 3 Activities applied by teachers by frequency
Implementing group work in reading classes is essential for effective classroom management, especially in large classes, as it allows teachers to facilitate more student interactions and opportunities for self-assessment Additionally, in multi-level classrooms, group work enables teachers to leverage the diverse strengths of students, enhancing the overall learning experience.
Pair work is a popular form of group work among teachers due to its similar advantages; however, it limits students' opportunities to share ideas and learn from more than just one partner In contrast, individual work is the least utilized method, often resulting in student boredom and fatigue Consequently, this leads to a lack of interaction in the classroom.
Question 5: Which is the following techniques do you use to motivate?
Actividual Always Often Sometimes Rarely Never
Question 6: The teachers help students to understand the content of the text
A significant 52% of teachers believe that skimming the text is an effective strategy to help students grasp the general meaning, highlighting its importance in reading comprehension Additionally, 27% of educators suggest that reviewing titles and subheadings aids in understanding the content, while 18% advocate for reading only the first and last sentences of paragraphs to capture the main context Only 13% of teachers feel that scanning the text can enhance deeper understanding, as it involves searching for specific facts and key phrases They emphasize that scanning is particularly useful for locating essential information in reading materials, making it a beneficial strategy for students during their second reading rather than the first.
Question 7: How do you enhance your students’motivation for reading text?
A significant 30% of teachers believe in simplifying tasks by having students read texts immediately, suggesting a lack of recognition for the role of motivation in reading In contrast, 25% of teachers focus on motivating students by clarifying the text's purpose, while another 20% engage students with interesting pre-reading tasks Additionally, 25% emphasize tasks that promote selective and intelligent reading, prioritizing comprehension of main ideas over trivial details.
Question 8: Which of the following reading skills do you think are necessary to enhance your students’ reading ability? (more than one optionis possible )
2 Giving a title to a text or paragraph 2 40%
3 Differentiating the main idea from supporting 1 20%
4 Understanding the meaning of vocabulary item 3 60%
6 Reading to find piece of information, specific details 3 60%
Table 4: The necessary reading skill to enhance reading ability in the view of the teachers
A significant majority of teachers (80%) identified summarizing texts as the most crucial reading skill, emphasizing that it enhances students' comprehension of reading materials Other important skills highlighted by both teachers and students include understanding vocabulary, identifying main ideas, making inferences, and grasping sentence grammar However, there was a lack of consensus on the importance of reading for specific details, with 60% of teachers believing that identifying such details is essential for a comprehensive understanding of the text.
4 2 2 Results from students’ survey motivation
4 2 2 1 Types of students’ motivation in learning reading
This article analyzes data from student questionnaires and interviews to explore the various types of motivation that freshmen possess in their reading learning experiences.
Table5: The distribution of the freshmen’s reasons for learning reading
The study focuses on four types of motivation as classified by Ellis (1997): integrative, instrumental, resultative, and intrinsic This classification, highlighted in the literature review, serves as the foundation for the researcher's investigation into motivation.
Reasons Number of SS Percentage
1 English enables me to communicate with many people
2 Knowing English, I can read foreign magazines 65 61 9%
3 English will help me in my future education 78 73,5%
4 I often use English to talk to foreigners 46 43,3%
5 English will be useful to me in my future profession
6 English enables us to become part of the world 28 26,4%
7 I use English in everyday life to understand pop music, films etc
8 Thanks to English I can broaden my cultural horizon
The first question in part two of the student questionnaire was to present the reasons for learning reading of the freshmen The results will be displayed in table 7
According to Table 1, a significant majority of students (81.1%, or 86 out of 106) expressed a desire to utilize English in their future careers, particularly through reading This reflects their expectations, awareness, and high regard for the importance of reading in gaining knowledge about the world Conversely, it may also indicate that these students feel a deficiency in their informational needs.
4 2 2 2 Factors affecting students’ motivation in learning reading
Table 6: Factors affecting students’ motivation in reading
As can be seen from table 8, the factors affecting motivation of most students in reading were the teacher and materials which respectively reported by 73 5% and 70 7% of the sample size
4 2 3 Relationship between motivation and reading strategies
The data from 106 usable questionnaires are coded into computer by means of the Statistical Package for Social Science (SPSS Software for MS Window Release 10 0)
Based on the results of the study, some issues are discussed, and we finally come to our conclusions
The students are the same They all have experience in intensive reading and extensive reading Most of them have developed their own motivation and reading strategies
Factors Number of students Percentage
Reading materials (topics information, level of challenged)
Teacher of reading (Teachers‟ personality, teachers‟ teaching and accessing method, teachers‟ pedagogical ability)
Students‟ background knowledge of English language
Students‟ background knowledge of the world 43 40 5%
The study explores the relationship between motivation and reading strategies by calculating the correlations between various types of motivation and reading strategies, with the findings summarized in Table 1.
Table7: Relationship between motivation and reading strategies
In conclusion, instrumental and integrated motivation significantly influence individual reading strategies, impacting them in both positive and negative ways For clarity, we categorize 36 distinct reading strategies to better understand these effects.
14 categories (shown in the table 2):
Table8: Relationship between motivation and reading strategies