INTRODUCTION
Rationale of the study
Reading plays a crucial role in developing language skills, yet many students lack motivation to engage with English texts outside the classroom As a classroom teacher, I've noticed that students often appear passive and unaware of the benefits reading offers for their language learning This limited engagement typically confines their reading to textbook materials Research indicates that relying solely on textbooks is insufficient for students preparing for the more challenging reading comprehension sections of the 2 in 1 GCSE exams, which often exceed their current knowledge and reading abilities.
Extensive reading is widely recognized by scholars as a beneficial approach in language teaching, as it enhances student confidence, motivation, and accelerates the learning process (Hedgcock & Ferris, 2009) According to Day and Bramford (1998), extensive reading fosters the development of reading habits, prepares students for advanced reading, and cultivates essential academic skills Most notably, it helps students cultivate positive attitudes towards learning a second language, thereby improving their engagement with further reading However, despite the established advantages of extensive reading, there is limited research on its implementation and impact on student reading motivation in my teaching context This gap inspired me to conduct an action research project aimed at encouraging my students to actively participate in extensive reading.
Aims of the study
This action research aimed to explore the impact of extensive reading on enhancing students' reading motivation Extensive reading is recognized for its ability to enrich vocabulary and improve reading comprehension skills The study anticipated that promoting extensive reading would lead to a positive shift in students' reading motivation and an overall improvement in their reading competence.
Research questions
This action research was carried out in an attempt to answer the two following questions:
- To what extent does extensive reading change high school students‟ reading motivation?
- What are the students' attitudes towards the employment of extensive reading materials?
Scope of the study
In the first semester of the 2019-2020 school year, a study was conducted with volunteer 12th graders from two classes to explore the impact of encouragement and support on students' extensive reading The primary aim of the research was not to generalize the findings, but to gain insights into how these factors influenced students' reading motivation.
Significance of the study
This action research project aims to explore how extensive reading influences students' reading motivation The findings are expected to assist educators in recognizing the value of extensive reading as a strategy to enhance students' motivation and reading skills Ultimately, the research will be advantageous for students seeking to boost their reading achievement.
Method of the study
This action research project aims to explore the impact of extensive reading on high school students' reading motivation, aligning with the objectives of action research design As noted by Tsui (1993), action research serves as a powerful tool for educators to reflect on their teaching methods and develop innovative strategies to enhance their practices.
The author aims to assess the impact of extensive reading activities on students' reading motivation by measuring it before and after the intervention To gather data, both pre-intervention and post-intervention questionnaires were utilized The collected data was then analyzed and discussed to ensure the reliability of the findings.
Organization of the thesis
The thesis consists of five chapters:
Chapter 1: Introduction: introduces the rationale, aims, research questions, scope, significance, method of the study and organization of the thesis
Chapter 2: Literature review: covers the overview of the literature which includes relevant theoretical background and reviews of related studies concerning reading, extensive reading and the use of extensive reading in developing students‟ reading motivation
Chapter 3: Research methodology: includes an overview of the approach used to conduct the study including the participants of the study, the instrumentation, the methods and procedures of data collection and data analysis
Chapter 4: Findings and Discussion: demonstrates the findings accompanied by data analysis and discussion
Chapter 5: Conclusion: recapitulates the major findings of the study, represents further recommendations for the implementation of authentic materials and acknowledges the limitations of the study.
LITERATURE REVIEW
Reading
Reading is a fundamental skill that serves as the initial step in learning English, significantly contributing to success in both academic and real-world contexts While the term "reading" lacks a universally accepted definition, it is interpreted in various ways by different authors and researchers, reflecting diverse perspectives on its importance and impact.
Reading is an active mental process where individuals engage with written text to comprehend its meaning, as defined by William (1984) This definition highlights that readers are not passive recipients; instead, they actively interpret and absorb the information conveyed through the written linguistic message.
Reading is a complex skill that involves constructing meaning from written texts, as noted by Alderson et al (1987) It requires the coordination of various interrelated sources of information According to Candlin and Hall (2002), reading can be succinctly defined as the ability to derive meaning from the printed page and interpret that information effectively.
Reading is a dynamic interaction between readers and writers, as defined by Brunan (1989) Similarly, Smith (1973) emphasizes that reading involves the transfer of information from a transmitter to a receiver, highlighting the collaborative nature of this activity.
Reading is a multifaceted activity defined differently by various scholars, with a consensus that it involves readers, texts, and meanings Each definition addresses specific aspects of reading: survival reading focuses on acquiring essential information from the environment, such as street signs and advertisements; learning reading is structured and guided by educational materials; and pleasure reading is a personal choice aimed at relaxation, encompassing genres like short stories and comic books As noted by Kim (2002), reading is a complex process influenced by numerous interacting factors, highlighting the need for adequate support to enhance reading comprehension among learners.
2.1.2 Roles of reading in second language teaching
Reading is a vital component in second language teaching, as it significantly contributes to language acquisition and overall individual development It is essential for daily life, education, and career advancement, with most learning materials available in written formats such as books and digital resources To maximize the benefits of reading, it is crucial to enhance text comprehension, improve fluency, expand knowledge, build background understanding, and practice effective reading strategies.
Reading plays a vital role in second language acquisition across all levels, as it lays the foundation for developing other language skills According to Krashen (1993), “Reading is good for you,” emphasizing that consistent reading enhances fluency, writing ability, and mastery of grammar and vocabulary As learners engage more with reading materials, they not only improve their reading skills but also become more proficient in writing, speaking, and listening in the target language.
Reading enhances learners' background knowledge and provides valuable linguistic input, while also offering enjoyment and refreshment It serves as a source of both learning and pleasure, with various types of reading tailored to different purposes.
2.1.3 Intensive reading vs extensive reading
In foreign language teaching, two approaches of reading are recognized, namely intensive and extensive reading The differences in these two kinds of reading are discussed bellows
Intensive reading is an activity of reading in the classroom in limited time
Intensive reading is a classroom-oriented activity that involves detailed comprehension of short texts under a teacher's guidance According to Nuttall (2000), this approach encourages students to focus on the text through specific tasks Palmer (1964) describes intensive reading as a meticulous process where readers analyze the text line by line, utilizing dictionaries and grammar references to fully grasp its meaning The primary goal of intensive reading is to understand not only the content of the text but also how that meaning is constructed (Nuttall, 2005) This method requires readers to identify main ideas, pronoun references, and infer meanings of unfamiliar words However, intensive reading can often lead to frustration and a negative reading experience, resulting in students developing a dislike for reading.
Extensive reading, unlike intensive reading, is a long-term approach typically conducted outside the classroom This individual activity allows learners to engage with longer texts for enjoyment, information, and overall comprehension, rather than focusing on the meanings of specific words or sentences According to Long and Richards (1971:216), extensive reading fosters a deeper understanding of language through immersion in diverse reading materials.
Extensive reading encourages students to engage with a diverse range of high-interest materials outside the classroom, focusing on overall meaning rather than understanding every word This approach promotes general comprehension, allowing students to read for gist and skip unfamiliar vocabulary By offering a variety of text types aligned with their personal interests, extensive reading fosters motivation and empowers students to take charge of their reading choices, with the primary task being to read.
Differences between the two approaches to the teaching of reading are summarized by Roberta Welch (1997) in the table below:
Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53)
Intensive Reading Type of reading Extensive reading
Read accurately Class goal Read fluently
Words and pronunciation Focus Meaning
Method Stop if you don‟t like it
Despite the differences between those approaches mentioned above in terms of how learners read, they are both to be used in a classroom Drew and Sứrheim
In 2009, a balanced approach to language learning was advocated, integrating various methods to engage both conscious and subconscious processes It is crucial for educators to stay informed about diverse teaching strategies The next section will delve deeper into the role of extensive reading within foreign language education.
Extensive reading
Extensive reading, also known as supplementary reading (West, 1955), uninterrupted sustained silent reading (Vaughan, 1982; Krashen, 1985), and pleasure reading (Mikulecky, 1990; Trelease, 2006), encompasses a range of definitions provided by various scholars from different approaches.
Extensive reading, as defined by Palmer (1927, cited in Smith, 2003, p 454), refers to "rapid reading." This approach allows individuals proficient in a foreign language to comprehend texts directly, bypassing the need for mental translation.
Extensive reading, as defined by Bamford et al (1991), involves engaging with a large volume of texts for overall comprehension and enjoyment, allowing students to select their reading material independently without classroom discussions This approach fosters a love for reading, as emphasized by Davis (1995), who highlights the importance of providing students with the time, encouragement, and suitable materials to read at their own pace, free from the stress of assessments The primary objective of extensive reading is to promote increased reading practice and enhance language development through enjoyable experiences.
Extensive reading, as defined by Hafiz and Tudor (1989), involves engaging with a significant volume of second language material over time for enjoyment or interest, without the need for supplementary tasks or language exercises This approach allows learners to choose their own reading materials and encourages them to write brief summaries or comments about their reading experiences.
Helgesen (2005) aligns with Hafiz and Tudor in asserting that extensive reading involves engaging with easy and enjoyable texts, making learning a pleasurable experience However, the effectiveness of extensive reading can differ based on students' motivation and the availability of school resources (Hedge, 2000).
Extensive reading is an effective language teaching approach that encourages learners to engage with a significant amount of easy and enjoyable reading materials in the target language Students independently select their reading materials, focusing on overall meaning and enjoyment rather than detailed comprehension This method allows learners to encounter large quantities of text that align with their linguistic abilities, enhancing their language acquisition and fostering a love for reading.
Extensive reading is defined as a reading program that offers learners materials appropriate for their reading levels While various terms may describe extensive reading, they share a common theoretical foundation aimed at fostering good reading habits, enhancing vocabulary and structural knowledge, and promoting a love for reading.
2.2.2 Characteristics and principles of extensive reading
There are several defining characteristics which make extensive reading different to most reading that happens in the classrooms Hedge (2000) listed five characteristics of extensive reading as follows:
Reading large quantities of material, whether short stories and novel, newspaper or magazine articles, or professional reading,
Reading consistently over time on a frequent and regular basis,
Reading longer texts (more than a few paragraphs in length) of types listed in the first point above,
Reading for general meaning, primarily for pleasure, curiosity, or professional interest,
Reading longer texts during class time but also engaging in individual, independent reading at home, ideally of self-selected materials
Extensive reading involves engaging with a significant amount of material or lengthy texts to achieve a general understanding and derive pleasure from the reading experience (Susser & Robb, 1990) This approach is personalized, allowing students to select their preferred books without class discussions (Bamford et al., 1991) Ultimately, the primary objective of extensive reading is to foster a love for reading in the target language.
Day and Bamford (2002) on their part identify the top ten principles related to successful extensive reading:
1- Students read as much as possible, perhaps in and definitely out of the classroom 2- A variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways
3- Students select what they want to read and have the freedom to stop reading material that fails to interest them
4- The purposes of reading are usually related to pleasure, information, and general understanding These purposes are determined by the nature of the material and the interest of the student
5- Reading is its own reward There are few or no follow-up exercises after reading 6- Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar Dictionaries are rarely used while reading because the constant stopping to look-up words makes fluent reading difficult 7- Reading is individual and silent, at the student‟s own pace, and outside class, done when and where the student chooses
8- Reading speed is usually faster than slower as students read books and other material they find easily understandable
9- Teachers orient students to the goals of the programme, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the programme
10- The teacher is a role model of a reader for students- an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader
Day and Bamford's principles serve as valuable guidelines for enhancing extensive reading; however, it's crucial to tailor these principles to meet the specific needs and abilities of learners Educators must thoughtfully consider how to adapt these standards to ensure effective learning outcomes.
2.2.3 Constraints on developing an extensive reading program for students
In addition to the roles of extensive reading as motivation for students to read, there are some constraints on developing a further reading program for learners, which challenges educators
Firstly, it is an obstacle for teachers to find supplementary reading materials which meet the demand of all students in terms of both interests and levels Nuttall
When selecting materials for an extensive reading program, it is essential to consider four key criteria: they should be short, appealing, varied, and easy The program must align with students' capabilities while offering diverse and culturally relevant topics to engage their interest Unfortunately, not all schools can provide appropriate English reading materials for every student's level, making it the teacher's responsibility to create a tailored extensive reading program This program should include texts that are graded across multiple reading levels to accommodate all abilities in the classroom If a student is not enjoying their current book, they should be encouraged to choose another, as prioritizing readers' interests is crucial; students are unlikely to engage in extensive or voluntary reading unless they find the material appealing (Jeon and Day, 2016).
Implementing a supplementary reading program can be challenging due to the large number of students in a class, often around 40, with diverse abilities and interests To address this, teachers can provide specific reading materials for students to choose from each week, ensuring that the texts are both engaging and suitable for their reading levels According to Nuttall (1982), students benefit more from reading many easy books than from struggling with a few difficult ones Additionally, Barkon (2017) emphasizes the importance of daily reading, suggesting that even a few minutes each day is more beneficial than longer sessions once a week.
Motivation for reading
“Motivation” is a complex psychological construct which can be defined diversely The concept “motivation” has passed through a number of different interpretations and therefore many theories of motivation have been proposed
Motivation is the driving force behind actions, as defined by Richards and Schmidt (2002), who emphasize its crucial role in prompting behavior Similarly, Harmer (2007:27) describes motivation as an internal drive that compels individuals to act in pursuit of their goals.
Lightbrown and Spada (2006) describe motivation in second language learning as a complex phenomenon influenced by two main factors: the learner's communicative needs and their attitude towards the second language community This motivation is a delicate balance between what learners require for effective communication and their feelings towards the culture associated with the language they are learning.
Mitchell (1982) defines motivation as a psychological process that influences the arousal, direction, and persistence of voluntary actions aimed at achieving goals, a concept that aligns closely with the definition provided by Williams and Burdens (1997).
One of the leading researchers in language learning motivation, Dornyei
Motivation is a crucial, abstract concept that helps explain individuals' thoughts and behaviors, particularly in the context of learning According to Gardner (2006), students with higher motivation levels tend to perform better academically, especially in second language acquisition Motivation not only fosters a positive attitude and engagement in the learning process but also significantly influences the effectiveness of learning strategies employed Consequently, developing efficient motivational strategies is a primary concern for language teachers, as it directly impacts students' success in mastering a new language.
Reading motivation is an aspect which attracts many teachers and researchers‟ over the years However, the term “reading motivation” has been variously defined according to different scholars
Motivation is essential for effective reading engagement, as it sustains students' interest throughout the reading process Research by Bamford and Day (1998) indicates that increased reading leads to improved reading skills A strong motivation correlates with learners' ability to comprehend texts, highlighting the need for a positive attitude toward reading in English This willingness to explore more English materials is crucial for developing proficient reading habits.
Reading motivation is a crucial element that significantly impacts reading efficiency and overall learning motivation, as highlighted by linguistic experts Baker and Wigfield (1999) It encompasses the reasons behind an individual's desire to read, the factors that encourage repeated reading experiences, and the journey towards becoming a lifelong reader.
Guthrie and Wigfield (2000: 405) defines reading motivation as an
Reading motivation is influenced by an individual's personal goals, values, and beliefs related to the topics, processes, and outcomes of reading This motivation varies from person to person, depending on the context and the presentation of the text.
According to Hermosa (2002), reading motivation is defined as the interest or desire to engage in reading for various purposes She emphasizes the significance of teachers creating integrative reading activities that nurture students' genuine love and passion for reading, both in the classroom and beyond.
Motivation plays a crucial role in skilled reading, as highlighted by Resnick and Lester (2000), who assert that it is one of the key ingredients for effective learning When students are motivated, their language learning becomes more efficient and impactful Allowing students to choose their reading materials fosters this motivation, leading them to engage more with reading as they discover it to be an enjoyable activity (Hairul, Ahmadi, & Pourhossein, 2012).
Gambrell (2011) identifies seven research-based rules of engagement that foster the reading motivation in students According to Gambrell, students are more motivated to read when:
• reading tasks and activities are relevant to their lives,
• a wide range of reading materials is accessed to
• opportunities to engage in sustained readings are available
• opportunities to make choices about what they read and how they engage in and complete literacy tasks are available
• opportunities to socially interact with others about the texts they are reading are available
• opportunities to be successful with challenging texts are foreseen
• classroom incentives reflect the value and importance of reading (p.173-176)
2.3.3 Factors affecting students’ reading motivation in learning a second language
Motivation plays a crucial role in the success of foreign language learning, as it significantly influences learners' ability to reach their long-term goals Even those with exceptional skills may struggle without sufficient motivation However, the level of motivation for reading varies among learners, influenced by factors such as the choice of reading materials, the teacher's attitude, and students' behavioral characteristics.
Reading materials play a crucial role in influencing learners' motivation to engage with texts Lightbown and Spada (1999:57) emphasize that students are more inclined to read when the materials are both interesting and appropriate for their age and skill level.
According to Cho et al (2010), reading materials should be both engaging and challenging to effectively motivate readers The significance of these materials in boosting reading motivation has become increasingly evident.
Reading materials should align with students' proficiency levels to ensure comprehension and engagement When texts are too advanced, students may feel overwhelmed, leading to frustration and discouragement Challenges such as unfamiliar vocabulary and complex sentence structures can hinder their understanding, making it crucial to select accessible and age-appropriate reading materials.
Choosing engaging reading topics is crucial for capturing students' interest and encouraging them to read If the texts are uninteresting or irrelevant to their experiences, students may quickly lose motivation This presents a challenge for both teachers and learners in selecting texts that provide rich sources of motivation, such as music, films, technology, sports, and hobbies When students find the topics appealing, they are more likely to enjoy reading, leading to improved reading comprehension.
When selecting reading texts, it is essential to choose content that engages readers and is relevant to their context The vocabulary used should match the learners' proficiency level, ensuring comprehension Additionally, the grammatical complexity should be manageable, allowing learners to easily grasp the content of the texts they are studying.
Previous studies on extensive reading and students’ reading motivation
Extensive reading has been widely recognized for its beneficial impact on second language development and learners' attitudes toward reading in a second language Additionally, it is advocated as an effective strategy to enhance reading motivation However, there is a lack of research specifically exploring the connection between extensive reading and the motivation to read.
Day and Bamford (1998) highlighted the significant impact of the extensive reading approach on various factors in the motivation model for English learners They argued that allowing students to choose their reading materials fosters positive attitudes towards reading in a second language, ultimately cultivating a classroom atmosphere that promotes and values extensive reading.
Mori (2002) found that insufficient exposure to a foreign language diminishes students' motivation to read in that language Conversely, increased contact with the target language enhances their desire to engage with reading materials To effectively motivate students for extensive reading, it is essential to select reading materials that align with their needs, tastes, and interests.
A study by Gao (2004) investigated the impact of extensive reading on motivation among high school students in Taiwan The research involved two groups, both receiving the same English instruction from the same teachers The experimental group engaged in weekly extensive reading activities, while the control group did not After one year, results indicated that the experimental group exhibited significantly higher motivation and increased confidence in their English language skills, highlighting the positive effects of extensive reading on language learning.
A study by Kirin and Wasanasomsithi (2010) demonstrated that increased reading significantly enhances students' reading comprehension, pace, and motivation The findings revealed that participants who read more exhibited better understanding of the material Furthermore, after engaging in extensive reading, participants developed a favorable attitude towards reading activities.
Numerous international studies highlight the positive impact of extensive reading programs A comprehensive review by Day et al (2011), covering research from 1981 to 2008, indicates that these programs significantly enhance reading rate, reading strategies, oral fluency, as well as improve learners' attitudes, motivation, and overall language proficiency.
Research in Vietnam has explored the impact of extensive reading on enhancing learners' reading motivation Notably, Dao, T.N (2014) highlighted the Internet as a valuable resource for extensive reading, particularly for Vietnamese English learners, in his MA thesis His study involved 30 tenth-grade students from Tuyen Quang Gifted High School, where he designed extensive reading activities aimed at motivating students and addressing challenges associated with this approach.
In 2018, Tran conducted a study involving 68 first-year Vietnamese EFL learners at a university in Vietnam, divided into two intact English classes The study comprised a control group of 33 participants and a treatment group of 35 students, all of whom had no prior experience with extensive reading The primary objective was to investigate the impact of extensive reading on improving EFL learners' reading skills.
Research shows that extensive reading programs significantly enhance learners' language skills and boost their motivation to read Consequently, the researcher conducted an action study to explore how extensive reading influences students' reading motivation and proficiency.
This literature review highlights that extensive reading is a promising strategy for enhancing students' reading motivation Nevertheless, it also indicates that the impact of extensive reading on the reading motivation of Vietnamese high school students warrants further research.
RESEARCH METHODOLOGY
Research approach
This study employs Action Research, a prevalent methodology in applied linguistics that focuses on enhancing teaching practices Action Research integrates three key components: action, research, and participation, fostering a collaborative environment This innovative approach empowers individuals to actively engage in systematic interventions aimed at addressing specific challenges in educational settings.
Action research, as defined by Reason and Bradbury (2001), is a collaborative and democratic approach aimed at generating practical knowledge for meaningful human purposes This method integrates action and reflection, bridging theory and practice through collective participation Its primary goal is to address pressing community issues and promote the well-being of individuals and their communities.
Action research, as defined by Cohen and Manion (1994), is a small-scale intervention aimed at examining its effects in real-world settings According to Cohen, Manion, and Morrison (2007), it serves as a powerful tool for fostering change and improvement at the local level, applicable in various contexts where issues related to people, tasks, and procedures require resolution.
3.1.2 Rationale for the use of an action research
Action research seeks to empower community or organization members to take greater control of their futures while fostering continuous improvement in a sustainable and equitable environment According to Cohen and Manion (2007), the primary goal of action research is to enhance the existing conditions within the educational context where the research is conducted.
According to Kemmis and McTaggart (1988, cited in Nunan, 1992, p 17), action research is characterized by three key features: it is conducted by practitioners rather than external researchers, it involves collaboration, and it focuses on effecting change.
This research aligns with the principles of action research, stemming from the identification of a significant issue observed in previous classes: students exhibited low participation and motivation in English reading lessons The primary goal of this study was to enhance students' reading motivation by incorporating extensive reading materials, thereby addressing the needs identified in the classroom.
This research was conducted by me, a classroom teacher, involving my two regular classes of students Throughout the process, the students and I worked collaboratively The primary objective of the research was to explore the impact of extensive reading on enhancing my students' reading motivation.
In the action research model, Altricher and Gstettner (1993) outline four essential steps: identifying a starting point, clarifying the situation, developing and implementing action strategies, and sharing teachers' knowledge Tsui (1993) proposes a five-step process that includes identifying problems, determining their causes, designing improvement strategies, implementing these strategies while documenting the process, and evaluating the outcomes Additionally, Nunan (1992) suggests a comprehensive seven-step approach to action research, emphasizing the importance of systematic inquiry in educational settings.
- Step 1: Initiation (Identify the problem)
- Step 2: Preliminary investigation (Collect data through a variety of means)
- Step 3: Hypothesis (Assumption) (Develop research questions)
- Step 4: Intervention (Devise strategies and innovation to be implemented)
- Step 5: Evaluation (Collect data again and analyze it to work out the findings)
- Step 6: Dissemination (Report the result by running workshops or issuing a paper)
- Step 7: Follow-up (Find alternative methods to solve the same problem)
Action research is a scientific approach conducted by educators to address practical classroom challenges While it is not a cure-all, it enables teachers to gain a clearer understanding of their circumstances and develop effective solutions to the issues they encounter.
This study utilizes action research to investigate how extensive reading enhances students' reading comprehension and motivation The author adopts the first five steps of the action research cycle proposed by Nunan (1992), as they align with the research objectives and are appropriate for the teaching context.
The research procedures
This action research project was conducted at a high school in Phu Ly City,
Ha Nam province features a school with 30 classes, each averaging 40 students, creating a supportive environment for language teaching and learning The school is well-equipped with modern facilities, including overhead projectors, screens, loudspeakers, and CD players Students attend three forty-five-minute English classes and one optional lesson each week, with each unit comprising five lessons that focus on different essential language skills.
Students aged 16-18, despite having studied English as a compulsory subject for nine years, displayed varying levels of language competence, with many struggling to grasp even simple passages due to limited vocabulary As an English teacher, I observed that low scores in reading comprehension tests were common, with students identifying reading as their most challenging skill due to unfamiliar words and complex grammar This lack of language knowledge hindered their ability to improve, leading to decreased motivation for reading, which was exacerbated by infrequent practice Furthermore, students primarily relied on textbook materials for reading, showing little initiative to engage with texts outside the classroom unless required by their teachers.
The limited time allocated for reading in the syllabus often leads teachers to rely solely on the prescribed textbooks, leaving little room for supplementary materials that could engage students Consequently, this lack of motivation hampers students' development as autonomous readers Furthermore, teachers frequently adopt traditional teaching methods, dominating the classroom by being the primary speakers and providing answers and explanations without allowing students to think critically This approach results in a passive learning environment for students, stifling their active participation in the reading process.
Those reasons mentioned above motivate for this action research project
The participants are 86 students in two class 12A1 and 12A4 of a high school in Ha Nam province during 8 weeks of the first semester of the school year 2019-
In 2020, a study involving 56 female and 30 male students aged 17 revealed that while they had a solid understanding of English grammar, their vocabulary was limited, and they struggled with reading comprehension These students, who began studying English in grade 6 and attended three 45-minute classes plus an optional morning session each week, often lacked motivation to read outside of class As a result, they engaged in reading only when required by teachers, leading to superficial understanding and inadequate practice of reading skills.
The participants of the research may not represent the whole population of the students in the school
The action research project was implemented over an eight-week period during the first semester of the 2019-2020 school year, following the five main steps outlined in Nunan's (1992) action research cycle for effective adaptation.
Over the years of teaching English to 12th-grade students, the researcher observed that many students struggled with reading comprehension skills This lack of proficiency was accompanied by a noticeable disinterest in reading activities, indicating a deficiency in reading motivation, as they only engaged in reading when it was mandatory.
Students' exam scores were notably low, particularly in reading comprehension, prompting the researcher to consult with colleagues who recognized similar issues among their students They identified insufficient classroom time dedicated to reading lessons, which hinders students' motivation and language skills development This situation motivated the teacher to seek more effective strategies for her new classes in the 2019-2020 school year.
Step 2: Preliminary investigation: Use the questionnaire
Having observed and analyzed the studying results over years, especially the fact that only 23.7 % of the students got mark 5+ in the GCSE exam at the end of
Many students struggle with English competence, particularly in reading, which they find the most challenging aspect of their tests A significant number admit to rarely engaging in voluntary reading outside of class due to a lack of interest and motivation This disinterest contributes to their difficulties in reading comprehension and results in low performance on reading assessments.
The researcher aimed to explore the impact of extensive reading on high school students' reading motivation by posing the question, "To what extent does extensive reading change high school students' reading motivation?" To investigate this, a pre-questionnaire was administered, consisting of ten questions that included both closed and open-ended formats Participants were instructed to select the options that best represented their views and to elaborate on their choices in the open-ended sections (refer to Appendix 1 for the complete questionnaire).
The participants‟ responses were analyzed quantitatively so that information about their motivation to read English was obtained This information was used to inform the action that followed
Many students struggle with motivation in reading tasks from the English 12 textbook due to a mismatch in difficulty levels, unengaging topics, and limited practice outside the classroom Their lack of vocabulary and background knowledge, combined with restricted class time for reading, hampers their comprehension of the texts As a result, some students find reading to be the most tedious and stressful skill to develop.
A questionnaire was administered to 86 students from groups 12A1 and 12A4 to investigate the hypothesis that their difficulties are linked to reading motivation, particularly in the context of extensive reading.
To access students‟ achievement before applying extensive reading program, a pre-intervention questionnaire was given to them to discover students‟ reading attitudes towards extensive reading activity
Step 4: Intervention: Conducting the extensive reading program
The most important step of doing an action research suggested by Nunan
In 1992, the researcher implemented an intervention detailed in the "Research Method" section, utilizing an extensive reading program aimed at enhancing students' reading motivation This strategic intervention was designed to achieve the study's objectives effectively.
Prior to the implementation of the program, the researcher administered a pre-intervention questionnaire to students to gauge their perceptions of free reading and to identify their preferences regarding various types and sources of reading materials.
Throughout the program, students were guided to focus on the objectives of enhancing their English reading skills without the need to look up every unfamiliar word, allowing them to concentrate on the overall content They received instructions on selecting supplementary reading materials, engaging in extensive reading, writing summaries, and maintaining records Recommended resources for extensive reading included websites such as www.newsinlevels.com, www.tweentribune.com, and www.dogonews.com, with lessons categorized by different stages and topics Additionally, students were encouraged to watch videos and participate in various activities They had the flexibility to start reading during their free time at school, progressing at their own pace, and could continue their reading outside the classroom This diverse array of reading materials and topics enabled learners to enhance their overall language skills effectively.
Each week, the teacher held a meeting with students during optional lesson periods to discuss the texts they had read, covering key elements such as the title, reading duration, topic, and homework assignments Students were encouraged to express their opinions and challenges regarding the reading materials The teacher actively monitored discussions, shared insights, provided guidance, and motivated students to read during their free time, ensuring engagement without making corrections To evaluate the program's effectiveness, a review was conducted after a few weeks and at the conclusion of the extensive reading initiative, allowing for necessary adjustments based on feedback.
Data collection instruments
In order to ensure the reliability and validity of this research, a questionnaire has been chosen as a main method for data collection for this particular research
Questionnaires are widely used in educational research, particularly in English Language Teaching (ELT) studies, due to their numerous advantages As noted by McDonough & McDonough (1997), they allow researchers to control the information gathered through targeted questions, can be implemented on a small scale, and facilitate data collection across various time frames Additionally, self-completion questionnaires provide insights from external contexts and simplify data analysis, as all participants respond to the same set of questions However, a significant drawback is the inability to verify the honesty of participants' responses, as individuals may select answers they believe are favorable rather than reflecting their true behaviors.
To ensure accurate results from the questionnaires, the researcher clearly communicated the study's purpose to the students and provided the questionnaire in Vietnamese to prevent misunderstandings Additionally, the researcher read the instructions aloud and offered detailed explanations, allowing students to complete the questionnaire under supervision to minimize imitation.
In this study, the researcher used two questionnaires, the pre-intervention questionnaire and post ones Two questionnaires were implemented, all of which were finished in class
At the start of the investigation, a pre-intervention questionnaire was administered to students, focusing on their opinions about the impact of extensive reading materials on their reading motivation This self-report tool aimed to provide insights into students' thoughts and attitudes towards extensive reading outside the classroom Comprising ten questions—both closed and open-ended—the questionnaire was designed to elicit practical and contextual information relevant to the research objectives (see Appendix for the full questionnaire).
At the conclusion of the research, a post-questionnaire featuring 14 closed items was distributed to students who had engaged with the extensive reading materials (see Appendix for the full questionnaire) This study utilized a five-point Likert-scale questionnaire designed to assess attitudes through a series of closed-ended statements Participants indicated their level of agreement with each statement by selecting one of five options: strongly agree, agree, neutral, disagree, or strongly disagree The completed questionnaires provided quantifiable responses that facilitated analysis The primary aim of this questionnaire was to explore changes in students' reading motivation as a result of the extensive reading program The quantitative data gathered from the responses offered valuable insights into learners' thoughts and attitudes toward reading through supplementary materials.
Data collection procedures
From August to September 2019, a program was implemented that incorporated extensive reading texts into weekly optional lessons for classes 12A1 and 12A4, both of which shared the same reading skill level.
To collect data for the study, the procedures were implemented in steps as follows
At the start of the first semester, the researcher meticulously prepared data collection instruments, distributing 10 self-report questionnaires to 86 students across two classes, who had 20 minutes to complete them In the second week, the researcher engaged with the participants, outlining their main tasks and organizing a schedule The program included 8 extensive reading texts, discussed weekly, aimed at helping students practice reading regularly to enhance their reading pace and motivation through engaging topics.
A pre-questionnaire featuring a mix of closed and open-ended questions was distributed to the research population to gather insights on their interest in extensive reading lessons, as well as their needs and expectations for developing this skill.
It was conducted in the first week of the first semester in the school year 2019-2020 at a high school in Ha Nam
Following the 8-week program, a post-questionnaire was administered to gather student feedback on extensive reading activities, along with their suggestions and expectations for future initiatives Students completed a 14-item questionnaire within 20 minutes, which provided valuable insights and comparable data from multiple respondents.
Based on the results and findings of the first cycle of the study, the researcher decided whether to carry out the next cycle or not.
Data analysis procedure
Upon collecting the questionnaires, the researcher analyzed the results and calculated the percentage of students within the same group for each question, presenting the findings quantitatively through tables.
The researcher implemented extensive reading programs to enhance student engagement in reading activities The program included eight diverse reading texts and assignments sourced from various materials, allowing students to complete tasks at their own pace outside of class After an eight-week period, the researcher analyzed the collected data and assessed the outcomes, making necessary adjustments for the next cycle by maximizing strengths and addressing weaknesses.
Summary
This chapter outlines the methodological framework of the study, emphasizing the rationale for employing an action research design It details the data collection tools, identifies the study participants, and describes the processes used for data collection and analysis to address the research question effectively.
In the next chapter, there will be a presentation of the findings of the study and a discussion of the research question raised in this study.