The students’ preference for activities used by the teachers
Rationale for the study
In today's global society, English serves as a vital international language for communication, making it essential for education and career prospects The rapid rise in English learners reflects its growing importance, as individuals access various resources and methods to acquire the language.
In Vietnam, English is primarily taught in a non-language environment, making reading a crucial source for acquiring language knowledge and developing skills However, many English learners lack interest in reading, perceiving it as the least important skill for communication This disinterest often leads to feelings of boredom and stress, resulting in low motivation to read Motivation is essential for effective language learning, as students with high motivation tend to perform better Consequently, it is vital for English teachers to prioritize motivating their students to engage in reading.
In my research on "Developing Motivation in Learning English Reading Skills among Students at Thieu Hoa High School in Thanh Hoa Province," I aim to identify effective solutions to enhance the current state of English reading instruction This study seeks to support both English teachers and students, particularly those at Thieu Hoa High School, in improving their teaching and learning experiences.
Aims of the study
The study is aimed at:
- Identifying types of motivation possessed by students at Thieu Hoa high school in learning reading skill
- Studying factors affecting motivation in learning English reading skill of students at Thieu Hoa high school
- Finding out strategies to develop motivation of students in order to improve their results of learning reading skill.
Research questions
The study was carried out in order to find out the answers to the following research questions:
1 What are the types of motivation possessed by students at Thieu Hoa high school in learning reading skill?
2 What are the factors affecting students’ motivation in learning English reading skill?
3 What are appropriate strategies to develop students’ motivation in learning reading skill?
The article explores the development of motivation for learning English reading skills among students at Thieu Hoa High School in Thanh Hoa province It highlights the various types of motivation students possess, examines the factors influencing their motivation, and discusses effective strategies to enhance their motivation in learning English reading skills.
The study highlights the important roles of motivation to English second language learning in general and to reading skill in particular
The study's findings highlight the crucial factors influencing student motivation during reading lessons, providing valuable insights for English teachers Additionally, the proposed strategies for enhancing students' motivation in reading, grounded in both theoretical principles and the current teaching context at Thieu Hoa High School, aim to support English educators and students, particularly at Thieu Hoa, in their teaching and learning endeavors.
The theoretical framework of this study is grounded in an analysis of various authors' theories related to motivation and reading The research employs survey questionnaires and interviews to gather data.
The theoretical foundation of this study is built on a comprehensive analysis and synthesis of various reference materials related to motivation and reading, carefully considering the specific teaching and learning contexts of both teachers and students.
Secondly, for the practical basis, interviews and questionnaires are carried out with teachers and students of English to gather the most reliable data for the thesis
The study is organized in three parts:
The introduction outlines the rationale and objectives of the study, detailing the research questions and the scope of the investigation It emphasizes the significance of the study while describing the methodologies and design employed to achieve the research aims.
Part B: Development includes three chapters
Chapter 1: Literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading
Chapter 2: The methodology presents the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure
Chapter 3: Data analysis, major findings and suggestions shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview.
Part C: Conclusion presents the conclusions, the study’s limitations and the suggestions for further study.
Design of the study
The study is organized in three parts:
This study aims to explore key aspects of the subject matter by presenting its rationale and objectives, formulating pertinent research questions, and defining the scope and significance of the research The methodology and design of the study are also outlined to provide a comprehensive understanding of the approach taken.
Part B: Development includes three chapters
Chapter 1: Literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading
Chapter 2: The methodology presents the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure
Chapter 3: Data analysis, major findings and suggestions shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview.
Part C: Conclusion presents the conclusions, the study’s limitations and the suggestions for further study
LITERATURE REVIEW
Overview of motivation
Motivation serves as the driving force behind human behavior, influencing the choices individuals make regarding their goals and the effort they invest in achieving them Numerous researchers have defined motivation, with a consensus that it reflects the degree to which people select goals and commit to pursuing them Prominent scholars have contributed various definitions, highlighting the multifaceted nature of motivation in shaping actions and aspirations.
“Motivation is some kinds of internal drove which pushes someone to do things in order to achieve something” (Brown, 2000:160)
“Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (Dornyei, 2001:7)
“Motivation is an internal state that arouses directs and maintains behavior” (Kleinginna, 1981:6)
“Motivation involves the attitudes and effective states that influence the degree of effort that learners make to learn a second language” (Ellis, 1997:5)
Motivation is defined as a cognitive and emotional state that prompts individuals to make conscious decisions to act, leading to sustained intellectual or physical efforts aimed at achieving specific goals.
Different scholars define motivation in various ways, yet they all agree that it encompasses effort, desire, and a positive attitude This complex phenomenon arises from a blend of both external and internal influences.
Motivation can be categorized into various types, including integrative versus instrumental motivation (Gardner and Lambert, 1972), intrinsic versus extrinsic motivation (Moore, K.D., 1992), and global, situational, and task motivation (Brown, H.D., 1990) Other classifications include instrumental, integrative, resultative, and intrinsic motivation (Ellis, R., 1994) However, the primary focus of this study is on the distinctions proposed by Gardner and Lambert (1972).
Integrative motivation, as highlighted by Gardner and Lambert (1972), emphasizes a genuine interest in the people and culture of a target language group Gardner's socio-educational model (1982) expands on this by identifying three key components of student motivation: effort, desire for language proficiency, and emotional responses to language learning This type of motivation reflects a student's aspiration to connect with the community and culture associated with the language being studied, often in the context of immersion within that community (Falk, 1978; Finnegan, 1999).
Instrumental motivation: Gardner and Lambert (1972: 132) also points out that
Instrumental motivation emphasizes the practical benefits of learning a new language, focusing on the tangible rewards that students seek, such as passing exams or obtaining degrees A student's perception of a language is heavily influenced by its usefulness and relevance to their future career aspirations.
Moore, K.D., (1992) separates motivation into two main categories: extrinsic motivation and intrinsic motivation
Intrinsic motivation originates from within the student or from the inherent qualities of the task at hand For instance, students who have a passion for reading are driven by their love for the activity itself, finding joy in it regardless of external rewards.
Intrinsic motivation, as defined by Moore (1992), encompasses the internal attributes that learners bring to their educational experiences, including their attitudes, values, needs, and personality traits Ellis (1994) adds that it involves the stimulation and maintenance of curiosity, which can fluctuate based on learners' interests and their level of personal engagement in learning activities Key factors that support intrinsic motivation include competence—feeling capable of completing tasks—autonomy—the ability to perform activities independently without external assistance—and relatedness, which refers to the connection with one's social environment and the desire to help others.
Extrinsic motivation is driven by external factors rather than the task itself, often manifested through praise, recognition, or reward systems For instance, students who lack interest in reading may be encouraged to read more frequently through a token economy that offers stickers or access to a class store as incentives.
Extrinsic motivation, as defined by Paul (2002), refers to the drive to participate in an activity as a means to achieve a specific goal Moore (1992) further clarifies this concept by explaining that extrinsic motivation arises from external factors that influence an individual's behavior, particularly in educational settings.
Many writers concur that intrinsic and extrinsic motivations are interconnected and significantly influence second language acquisition Consequently, learners may find their motivation stemming from internal desires or external influences, varying based on the specific context and conditions of the learning activity.
1.1.2.3 Global, situational and task motivation
Brown (1990) identified three types of motivation:
Global motivation refers to the overarching attitude towards learning a second language (L2), while situational motivation varies based on the specific context of the learning environment For instance, the motivation experienced in a classroom setting can differ significantly from that found in naturalistic learning situations.
Task motivation is the motivation learners get when they are performing some particular tasks in learning performance
In some cases, motivation is the result of learning Hermann (1980) stated that ‘it is success that contributes to motivation rather than vice- versa’ (cited in Ellis, 1997)
Ellis (1997) emphasized the interactive relationship between motivation and achievement, noting that high motivation enhances learning Achieving goals in a second language (L2) can sustain and even foster new forms of motivation Conversely, a negative cycle can emerge where low motivation leads to low achievement, further diminishing motivation.
1.1.3 Roles of motivation in second language learning
Motivation in second language learning hinges on two key factors: learners' communicative needs and their attitudes towards the second language community When learners recognize the necessity of using the second language in diverse social contexts or to achieve professional goals, they are more likely to appreciate its communicative value, driving their motivation to attain proficiency Additionally, positive attitudes towards the speakers of the language foster a desire for greater interaction, further enhancing motivation to learn.
Motivation is a crucial factor in second language learning, significantly influencing learners' success Research indicates that motivation not only drives success but can also stem from it According to Brown (1994), learners with the right motivation are more likely to succeed in their language studies Furthermore, Rebeccal and Jill Sheorin (1996) highlight that motivation affects the frequency of strategy use, interaction with native speakers, input received in the target language, performance on achievement tests, overall proficiency levels, and the retention of language skills post-study.
Overview of reading
Reading is often perceived as a straightforward, passive activity where words are read sequentially and their meanings absorbed individually However, it is, in fact, a complex process that demands significant active engagement from the reader Numerous experts in the field have provided various definitions of reading, highlighting its multifaceted nature.
According to Wikipedia, the free encyclopedia, “reading is a process of retrieving and comprehending some form of stored information or ideas”
According to Harmer (1994:190), reading is primarily an activity that engages both the eyes and the brain, where the eyes capture the written messages and the brain interprets their meaning.
Sharing the same point of view, Aebersold and Field (1997:15) propose “reading is what happens when people look at a text and assign meaning to the written symbol in that text”
Goodman (1971:153) sees reading as “a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display”
As we can see, all the authors share the same idea that reading means comprehending written language and it involves a variety of skills
1.2.2 Roles of reading in foreign language learning
Reading plays a crucial role in acquiring a second or foreign language and is essential in foreign language teaching programs According to Krashen & Terrel (1983), reading significantly enhances language competence and positively impacts all four language skills.
Reading significantly enhances grammatical knowledge and vocabulary development, leading to increased overall language competence As noted by Geoff (2000), exposure to new vocabulary and grammatical structures through reading can improve knowledge of the target language Observations indicate that learners who read frequently tend to make fewer mistakes with prepositions and phrasal verbs Additionally, reading is an effective way to enrich vocabulary, as learners often recognize most words in a text and can infer the meanings of new words from context Furthermore, reading provides valuable opportunities to understand various grammatical structures and their applications in different contexts.
Reading is essential for English language learners as it exposes them to a wealth of information about the culture and society of English-speaking countries Engaging with reading materials not only aids in language acquisition but also deepens understanding of the lifestyle, beliefs, and behaviors of English speakers This cultural insight equips learners to better navigate vocabulary, grammar, and cross-cultural challenges they may face.
Reading is a vital tool for acquiring knowledge, not just about the target language but also about the world, as it enriches learners with cultural insights, grammar structures, and vocabulary This foundational skill enhances speaking, listening, and writing abilities, as learners gain essential information and language components through reading In essence, reading serves as a crucial source of input that supports effective communication skills.
For many English as a Foreign Language (EFL) learners, especially those with limited exposure to the target culture, reading serves as a crucial source of input It not only enhances their understanding of the language but also enriches their knowledge of life and fosters the development of various skills.
1.3.1 The importance of motivation in learning reading
It can be clearly seen that reader’s motivation has an effect not only on the product of comprehension but also upon the process of understanding According to David (1999),
Motivation plays a crucial role in effective reading; without interest in the material, reading can feel burdensome and may not occur at all Typically, we engage with texts that genuinely capture our attention, such as books, magazines, and advertisements, highlighting the importance of choosing reading materials that resonate with our interests.
Reading motivation is the intrinsic desire to engage with texts beyond mandatory requirements, driven by curiosity and the pursuit of knowledge Research indicates that fostering lifelong readers requires not only proficient reading skills but also internalized motivation The quality of reading outcomes is closely linked to a reader's motivation; studies reveal that those who struggle with reading often do so due to a lack of motivation to improve Consequently, enhancing reader motivation is essential for developing effective reading habits and skills.
1.3.2 Common factors affecting students’ motivation in learning reading skill
Students’ themselves are the first and most important factor affecting their motivation in learning reading
Students' attitudes toward reading significantly influence their motivation to engage with texts According to Aebersold and Field (1997:39), a higher level of interest leads to greater perseverance in reading When students lack interest in the material, reading can become a source of stress, potentially hindering the reading process altogether In practice, individuals often gravitate towards reading materials they find appealing, such as books, magazines, and advertisements Therefore, it is evident that the level of interest plays a crucial role in enhancing reading motivation.
Students' background knowledge significantly influences their motivation to read When students lack this foundational knowledge, they encounter numerous challenges in understanding the text, which can hinder language comprehension entirely As a result, their interest in reading diminishes, potentially leading them to abandon reading altogether.
Students' success plays a crucial role in enhancing their motivation to learn reading Generally, individuals tend to enjoy activities they excel in, which encourages them to engage more and invest greater effort As students dedicate more effort to reading, they achieve better results, creating a positive feedback loop that further fuels their motivation.
The level of motivation students bring to the classroom is significantly influenced by the teacher's impact, ultimately transforming the learning environment for better or worse.
To enhance students' reading competence, teachers should implement effective teaching techniques during reading lessons By engaging students with appropriate methods, teachers can facilitate a better understanding of reading texts, which in turn boosts students' motivation to read Additionally, the activities and tasks designed by teachers play a crucial role in fostering students' enthusiasm for developing their reading skills.
Teachers are essential in fostering a positive classroom environment, which significantly influences students' motivation to learn A supportive atmosphere can greatly enhance or hinder students' enthusiasm and engagement in their education.
Motivation in learning reading
1.3.1 The importance of motivation in learning reading
It can be clearly seen that reader’s motivation has an effect not only on the product of comprehension but also upon the process of understanding According to David (1999),
Motivation plays a crucial role in effective reading, as a lack of interest can turn reading into a burdensome task rather than an enjoyable activity When we are disengaged from the text, we are less likely to read at all In fact, much of our reading—whether it be books, magazines, or advertisements—tends to revolve around topics that genuinely capture our interest.
Reading motivation is the intrinsic desire to engage with texts beyond mandatory requirements, driven by curiosity and the pursuit of knowledge Researchers emphasize that fostering lifelong readers requires not only proficient reading skills but also a strong internal motivation to read Studies indicate that motivated readers tend to achieve better outcomes, while those with poor reading skills often lack the motivation to improve Consequently, enhancing reader motivation is essential for developing effective reading habits and skills.
1.3.2 Common factors affecting students’ motivation in learning reading skill
Students’ themselves are the first and most important factor affecting their motivation in learning reading
Students' attitudes toward reading significantly influence their motivation to read According to Aebersold and Field (1997:39), increased interest leads to greater perseverance in reading When students lack interest in a text, they are less likely to engage, turning reading into a chore rather than an enjoyable activity In practice, individuals typically read materials they find appealing, such as books, magazines, and advertisements Thus, it is evident that a student's level of interest directly affects their motivation to read.
Students' background knowledge significantly influences their motivation to read A lack of this knowledge can lead to difficulties in understanding both the text and the language, ultimately hindering comprehension As a result, students may lose interest in reading altogether and refrain from engaging with texts in the future.
Students' success plays a crucial role in enhancing their motivation to learn reading When individuals excel at a task, they are naturally inclined to enjoy it more and are motivated to engage in it further This increased effort leads to improved results, which in turn reinforces their motivation to continue learning.
The motivation students bring to the classroom is significantly influenced by the teacher's impact, ultimately transforming the learning environment for better or worse.
To enhance students' reading competence, teachers must utilize effective teaching techniques during reading lessons By engaging students with the reading texts, educators can foster a deeper understanding and increase motivation to read Furthermore, the activities and tasks designed by teachers play a crucial role in motivating students to develop their reading skills.
Teachers are essential in fostering a positive classroom environment, which significantly influences students' motivation to learn A well-structured and supportive atmosphere can greatly encourage student engagement, while a negative environment may hinder their desire to participate and excel.
The teacher's personality and attitude significantly influence student motivation and progress Research indicates that teachers who are warm, empathetic, enthusiastic, and humorous are more likely to succeed in engaging students Such educators foster a positive environment that enhances students' interest in reading By building strong rapport and demonstrating their passion for the subject, teachers can cultivate a love for reading in their students, as they are respected figures who can profoundly impact their learning experience.
The teacher's approach to assessing and evaluating students significantly impacts their motivation to learn Instead of comparing students to one another, educators should foster a supportive environment that encourages individual effort By evaluating students based on their personal progress, teachers can enhance self-confidence and motivation, ultimately leading to a more positive learning experience.
Engaging reading materials significantly enhance students' motivation by offering appropriate challenges and relevant topics When students encounter interesting and relatable content, their desire to read increases, fostering a more positive reading experience.
To enhance reading comprehension, it is essential for reading materials to feature engaging topics and relevant content that resonate with students According to Nuttall (1982:70), suitable texts should present new and pertinent ideas, helping students discover information beyond their current knowledge If the material is uninteresting or disconnected from their experiences, students may lose motivation and struggle to grasp the text's meaning, ultimately failing to meet their expectations and interests Therefore, when students find enjoyment in their reading, their comprehension significantly improves.
The language used in reading materials significantly influences student motivation When students face numerous unfamiliar words and complex sentence structures, they often feel frustrated and fatigued To maintain engagement, the vocabulary should be at an appropriate level with a suitable density of idioms, while the grammatical complexity should be manageable Additionally, the text's background should be relatable and within the students' imaginative reach.
In short, it is a challenge for the teacher to select or exploit the texts in the ways that improves students’ interests and motivation in reading
Chapter 1 provides essential theoretical insights into motivation, particularly in the context of second language acquisition It explores various concepts related to motivation and examines factors influencing students' motivation in developing reading comprehension skills The upcoming chapter will outline the methodology and procedures of the study, grounded in the theories discussed previously.
METHODOLOGY
The setting of the study
The study was conducted at Thieu Hoa high school, Thanh Hoa province For about
For the past 20 years, English has been a mandatory subject and the sole foreign language taught at Thieu Hoa High School in Thanh Hoa province Students typically receive at least four years of English instruction in secondary school, followed by an additional three years in high school, culminating in a general education exam at the end of grade 12 Despite being situated in Thieu Hoa district, students have limited opportunities to engage with the English language beyond their textbooks and classroom studies.
At Thieu Hoa High School, English language teaching and learning adhere to the new curriculum established by the Ministry of Education and Training since 2006 Students engage with a comprehensive set of basic program textbooks, including Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12, which collectively comprise 315 periods of 45 minutes each This structure allows students to attend three English classes per week, totaling 105 classes throughout the school year.
Students develop their reading skills through 16 periods each school year, engaging with a variety of texts across six themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places This curriculum focuses on enhancing essential reading strategies, including skimming for the main idea, scanning for specific details, drawing conclusions, making inferences, and writing effective summaries.
Thieu Hoa High School boasts a dedicated English department consisting of eight teachers, with the most experienced having over 25 years in education, while the newest members bring more than five years of expertise All teachers are passionate about enhancing their teaching quality and are eager to implement innovative methods in their classrooms.
A study involving 115 eleventh-grade students from Thieu Hoa High School was conducted, with participants aged 17-18 who have studied English for at least four years in secondary school and an additional year at Thieu Hoa The group consisted of 62 females (53.9%) and 53 males (46.1%), all residing in rural areas with limited opportunities to engage with the English language beyond their textbooks.
Seven English teachers from Thieu Hoa High School participated in this study by completing a survey questionnaire The group consists of two male teachers and five female teachers, all of whom have several years of experience teaching English at the school.
To obtain the information for the study, the researcher used three instruments
2.3.1 Instrument one: Questionnaire for the teachers
The survey questionnaire completed by teachers comprised three sections: the first gathered demographic information such as gender, age, and teaching experience in English and reading skills The second section included six questions aimed at understanding teachers' perspectives on teaching reading and their strategies for motivating students to engage with reading Finally, the last part contained questions seeking teachers' feedback on the textbook and their suggestions for its improvement.
2.3.2 Instrument two: Questionnaire for the students
The questionnaire comprised two main sections: the first gathered demographic information about students, including gender, age, and years of English study, while the second sought students’ opinions on reading This section featured eight questions—four closed and four open-ended The initial three questions assessed students’ attitudes toward reading in English, while questions four and five explored teachers' methods for motivating students in reading and students’ perceptions of these strategies Questions six, seven, and eight focused on students’ views regarding current reading materials and their preferred types of reading exercises Based on these insights, the research aims to provide recommendations for teachers to enhance student motivation in reading.
In this study, survey questionnaires served as the primary data collection tool, though they come with limitations such as superficial responses, unreliable participants, potential literacy issues, and the inability for researchers to clarify misunderstandings These challenges are particularly relevant in exploring motivation, an abstract concept To gain deeper insights, the researcher conducted interviews with six participants one week after the questionnaire was distributed The interviews aimed to clarify and expand upon the questionnaire responses, with each session lasting approximately 20 minutes Additionally, informal discussions were held during English lesson breaks to enhance understanding of the teaching methods used and to gather students' preferences.
The interview questions were organized on a paper sheet, and the interviews were conducted in Vietnamese through informal conversations between the researcher and the students The collected data was recorded, transcribed, and subsequently translated into English for the study.
The data of the study was collected mainly through reference books and relevant theories about motivation and reading, interviews and survey questionnaires
First, all collected relevant theories about motivation and reading were studied, consolidated and categorized then organized suitably in parts
Second, the survey to the teachers was delivered to seven teachers of English at Thieu Hoa high school, and they had one week to complete it
With the approval of the Headmaster and English teachers at Thieu Hoa High School, the researcher engaged with 115 students from three 11th-grade classes to explain the survey's purpose and distribute the questionnaire The students were given 30 minutes to complete the questionnaire.
Following the administration of questionnaires to students, interviews were conducted with six participants the subsequent week The researcher aimed to gain deeper insights into the research questions and explore additional information related to the questionnaire items Each interview had a duration of approximately 20 minutes.
The collected data underwent a thorough process of inspection, cleaning, transformation, and modeling to extract valuable insights, draw conclusions, and facilitate informed decision-making The researcher will independently document observational field notes and interview transcriptions to maintain consistency and minimize biases, with the findings presented through charts, tables, and figures.
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
This chapter outlines the study's methodology, providing essential guidelines for the researcher during the implementation phase The subsequent chapter will present a detailed analysis of the data and findings.
Data collection
The data of the study was collected mainly through reference books and relevant theories about motivation and reading, interviews and survey questionnaires
First, all collected relevant theories about motivation and reading were studied, consolidated and categorized then organized suitably in parts
Second, the survey to the teachers was delivered to seven teachers of English at Thieu Hoa high school, and they had one week to complete it
With the approval of the Headmaster and English teachers at Thieu Hoa High School, the researcher engaged with 115 students from three 11th-grade classes to explain the survey's purpose and distribute the questionnaire The students were given 30 minutes to complete the questionnaire.
Following the administration of the student questionnaire, interviews were conducted with six participants the subsequent week The researcher aimed to gain deeper insights into the research questions and explore additional information regarding the topics addressed in the questionnaires Each interview had a duration of approximately 20 minutes.
Data analysis
Data collected from various sources underwent a thorough process of inspection, cleaning, transformation, and modeling to extract valuable insights, draw conclusions, and aid in decision-making The researcher will independently compile and analyze observational field notes and interview transcriptions to ensure consistency and minimize bias, presenting the findings through charts, tables, and figures for clarity.
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
This chapter outlines the study's methodology, providing essential guidelines for the researcher during implementation The subsequent chapter will present a detailed analysis of the data and findings.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS
Demographic information
A total of 115 students participated in the study, comprising 62 females (53.9%) and 53 males (46.1%) The majority of participants, 113 students (approximately 98.3%), are 17 years old, while only two students are 18, having begun their primary education one year later than their peers.
Table 1: Participants by age and gender
The study involved students from rural areas, where opportunities to learn English were limited to their school education Approximately 75.7% of the participants (87 students) had been learning English for five years, which included four years in secondary school and one year at Thieu Hoa High School Only 4 students (3.5%) had begun their English education in primary school, resulting in 8 or 9 years of learning The remaining students had 6 or 7 years of experience in English language learning, as summarized in Table 2.
Table 2: The students’ experience of learning English
Among seven teachers participated in the study, there were only two male teachers The teachers’ ages ranged from 28 to 55 Their experience in teaching English varied from
7 to 30 years All of them had been teaching both the old and the new sets of English textbooks so they had many experience in teaching reading
Data analysis and major findings
3.2.1 The identification of students’ motivation
The analysis of the questionnaire data collected from students at Thieu Hoa High School aims to identify the various types of motivation influencing their reading skill development This research seeks to answer the question: "What are the types of motivation possessed by students at Thieu Hoa High School in learning reading skills?"
This study adopts the motivation classification proposed by Gardner and Lambert (1972), emphasizing two primary types: integrative and instrumental motivation.
The first question in part two of the questionnaire for students was to present the reasons for learning reading skill The results are displayed in table 3
Table 3: The students’ reasons for learning reading skill
A recent survey reveals the primary reasons students learn English, highlighting that 73.9% pursue it for future job opportunities, while 50.4% express an interest in English culture and people Additionally, 30.4% aim to gain qualifications, and 21.7% achieve better results in reading compared to other skills Compulsory reading as a subject influences 13% of students, while 12.1% focus on passing exams.
Table 3 indicates that a significant majority of students (73.9%) believe that the primary motivation for developing their reading skills is to fulfill future job requirements This trend is particularly evident in Vietnam, where employees are frequently required to read English documents in office settings rather than engage in direct communication with foreign colleagues Additionally, three out of six interviewed students echoed this sentiment, expressing that they pursue reading skills with the expectation that it will be essential for their future careers.
In Vietnam, the primary focus of learning English is on reading and writing skills Even in professional environments, individuals often find that their use of English is limited to reading documents rather than engaging in verbal communication.
I study English because I believe it will make it easier for me to secure a job in the future.
Over half of the participants (50.4%) expressed an interest in English culture while learning to read in English, which is understandable given the global prevalence of the language However, Vietnamese students often lack opportunities to visit Britain or interact with British individuals, limiting their exposure to English culture Consequently, reading serves as an effective way for them to broaden their knowledge of both the English language and the world at large.
In a recent survey, 35 out of 115 students, representing approximately 30.4%, indicated that their primary motivation for studying reading skills was to obtain qualifications In contrast, only 15 students acknowledged that they were learning English reading solely because it was a mandatory subject in school One student shared during an interview that this requirement influenced their approach to learning.
I recognize the importance of learning English, which is why I dedicate myself to studying it Additionally, English is a mandatory subject in my school curriculum.
A significant 21.7% of students demonstrated resultative motivation, indicating that they prioritized achieving better reading results over other skills This suggests that improved outcomes in reading may enhance overall motivation As one student articulated, the pursuit of better results can significantly influence their motivation levels.
I prefer reading over other skills because I find reading tasks easier to complete, and I tend to get more correct answers compared to other areas.
The lowest percentage (12.1%) of the students with the short-term goal for reading thought that their reason for learning was to pass the exams
In conclusion, students at Thieu Hoa High School are primarily motivated to learn reading to enhance their future job prospects, expand their understanding of English culture, and gain global knowledge While achieving better results and passing exams are important, they are not the main driving forces behind the students' strong motivation to improve their reading skills.
The study reveals a diverse range of motivations among students for learning to read According to Gardner and Lambert's classification from 1972, these varying motivations are illustrated in the chart below.
Chart 1: Types of students’ motivation in learning reading skill
The chart indicates that 40.9% of students are motivated instrumentally, primarily studying English to fulfill future job requirements, while only 6.1% favor an integrative approach to language learning This highlights the dominance of instrumental motivation over integrative motivation Interestingly, over half (53%) of the students reported a blend of both orientations, suggesting a potential foundation for effective language study However, this dual motivation presents a challenge for teachers in identifying suitable stimulation methods to keep students engaged.
3.2.1.2 The students’ interest in learning reading skill
The majority of students interviewed expressed a positive attitude towards reading, recognizing its critical role in enhancing their speaking, listening, writing, grammar, and vocabulary skills They viewed reading as an effective means to expand their knowledge and broaden their perspectives Overall, students highly valued reading as an essential component of their English learning journey.
However, the results of question 2 in the questionnaire revealed that the students’ interest in learning reading skill is very different
Suggestions for motivating students in learning reading skill
The two key factors influencing students' motivation in reading skills are the quality of reading materials and the effectiveness of teachers To enhance students' motivation in learning to read, it is crucial to focus on developing engaging reading materials and improving the roles of teachers in the classroom.
To enhance the effectiveness of English reading instruction at Thieu Hoa High School, the researcher proposes several improvements to the reading materials used in the curriculum.
To enhance student engagement and motivation in reading, it is crucial that the language used in reading texts aligns with their proficiency level Texts that contain excessive new vocabulary and complex grammar can overwhelm students, leading to frustration Many current textbooks feature reading materials that are too challenging due to their lexical and grammatical complexity To address this, teachers should consider redesigning these texts by simplifying them This can be achieved by substituting difficult words with simpler alternatives that students are familiar with, removing non-essential sections, or incorporating explanatory sentences to clarify challenging parts.
Attention must be given to the topics and content of reading texts, as over half of the students expressed satisfaction with the textbook topics, yet many desired a wider variety of engaging and up-to-date information While some topics are intriguing, the information may be outdated, and conversely, some new information may stem from unfamiliar topics, failing to boost students' reading motivation Therefore, it is essential for teachers to select reading materials that feature appropriate and captivating topics to enhance student interest in reading.
To enhance student motivation in reading, it is crucial to diversify the types of activities, tasks, and exercises included in reading materials Currently, students primarily engage with a limited range of exercises such as matching, gap filling, comprehension questions, multiple-choice questions, true/false statements, and inference practices, which can lead to fatigue and a decline in interest over three years of high school To combat this, teachers should introduce a variety of engaging exercise types and consider simplifying or reducing certain tasks to make lessons more manageable This approach will help sustain student motivation and foster a more enjoyable learning experience in reading skills.
To enhance students' reading skills and broaden their knowledge, it is essential to integrate relevant materials with the textbook's reading texts A survey revealed that both teachers and students often neglect to use supplementary resources, which can diminish student interest in exploring topics they are passionate about Therefore, educators should carefully choose additional texts that align with the current syllabus themes, fostering greater motivation and engagement in the learning process.
Teachers are crucial in fostering students' motivation to learn reading skills, making it essential to enhance their roles in this process By improving teachers' effectiveness, we can significantly boost students' engagement and enthusiasm for reading.
Teachers must dedicate more attention and effort to modifying reading materials and activities to better align with student needs and subject requirements As the individuals most familiar with their students' preferences and challenges, teachers should take the lead in selecting appropriate reading materials They should also integrate relevant texts with the existing curriculum and adapt reading tasks to enhance student motivation and engagement in learning.
To enhance student engagement in reading, teachers should implement effective techniques and utilize diverse teaching aids while organizing interactive activities Modern teaching tools can spark interest among students, making the learning process more enjoyable Incorporating pair-work and group-work activities allows students to collaborate, share ideas, and move around, fostering a more dynamic classroom environment Given that adults typically avoid long lectures, it's unrealistic to expect students to remain motivated during extended periods of passive learning Thus, active participation is crucial for maintaining their enthusiasm throughout the school day.
Teachers play a crucial role in enhancing student motivation through their enthusiasm, tolerance, helpfulness, creativity, and active engagement A friendly and enthusiastic teacher fosters a love for learning, while a tolerant demeanor creates a warm environment that alleviates student stress Furthermore, active and creative teachers deliver engaging lessons that captivate students, ensuring a dynamic classroom experience By actively monitoring student progress and offering encouragement and assistance, these teachers significantly contribute to the overall success of the learning process.
This chapter presents key findings derived from data analysis aimed at addressing the research questions Data was collected through two survey questionnaires and interviews The chapter thoroughly discusses the primary types of motivation, influential factors, and effective motivational strategies.
In this part, conclusions on the research questions set forth in part I of the research will be provided Then, limitations and suggestions for further study will be presented.
Conclusions
This article aims to recommend strategies for enhancing students' motivation in reading at Thieu Hoa High School The first chapter reviews relevant literature on motivation and reading theories, providing a theoretical foundation for the study by introducing key concepts and discussing factors influencing motivation in reading Chapter 2 outlines the research methods, including the study's setting, participants, data collection instruments, and analysis procedures In Chapter 3, the results are presented along with a comprehensive analysis of data gathered from surveys and interviews, detailing the main types of motivation, influential factors, and motivational strategies.
The major findings of the study together with the suggestions will be summarized as follow:
Students primarily learn English reading skills to meet future job requirements and out of interest in English culture While high examination results do not necessarily boost motivation, the study reveals that students often exhibit both instrumental and integrative motivation, with a stronger emphasis on instrumental factors This insight can guide educators in tailoring their teaching approaches, although it presents a challenge in finding effective motivational strategies Furthermore, teachers should focus on enhancing students' integrative motivation, as it is crucial for their long-term success in learning.
Several factors influence students' motivation to learn reading skills, including reading materials, teachers, activities, tasks, and students' background knowledge of the English language Among these, reading materials and teachers play a crucial role in stimulating student engagement It is essential to enhance both factors to align with students' needs and the objectives of reading comprehension.
To enhance students' motivation in reading skills, the researcher proposes two key strategies First, improving reading materials is essential, as current textbooks often lack variety in topics and tasks, and may not be challenging enough Adapting reading texts, redesigning tasks, and integrating relevant materials can make textbooks more suitable for learners Second, enhancing the role of teachers is crucial Despite their efforts to engage students through diverse activities, a significant gap remains between teaching methods and student preferences Therefore, teachers should adjust their techniques, utilize effective teaching aids, and create engaging reading activities Additionally, being enthusiastic, tolerant, helpful, creative, and active can significantly boost student motivation.
Limitations and suggestions for further studies
The investigation into the reading motivation of Thieu Hoa high school students has revealed several limitations Primarily, the study focuses solely on reading motivation, neglecting other essential skills such as speaking, listening, and writing Additionally, there is a lack of in-depth analysis regarding the correlation between motivation and reading achievement Furthermore, the restricted timeframe for implementing new teaching methods has compromised the study's reliability.
With above limitations, the topics for further study could possibly be:
1 Developing Vietnamese learners’ motivation in learning English language
2 A study on the relationship between motivation and learning English results
3 An action research on devloping the students’ motivation in learning English reading skill
The study acknowledges its limitations due to constraints in time and resources The researcher encourages readers to approach these findings with understanding and an open mind, with the hope that this work will positively impact the teaching and learning of English at Thieu Hoa High School.
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APENDIX 1: SURVEY QUESTIONNAIRE FOR TEACHERS
This survey aims to gather information for research focused on enhancing motivation for English reading skills among students at Thieu Hoa High School in Thanh Hoa Province Your participation in this survey is greatly valued, and all responses will be used solely for research purposes Please answer the questions as honestly as possible.
Thank you very much for your cooperation!
Luc Thi My Binh, teacher of English at Thieu Hoa high school, Thanh Hoa province Email: lucbinh83@gmail.com Instructions:
* The questionnaire is in three parts, please put a tick (v) in the appropriate boxes or give short answers in the provided spaces
* The “reading” used in this questionnaire means “reading in English in EFL classroom”
* How long have you been teaching English? ……… year (s)
* How long have you been teaching reading in English ……… year (s)
II Your opinions on teaching reading and how to motivate students
1 What do you think of the importance of reading to your students (you can tick as many as appropriate)?
a Reading helps students to get knowledge
b Reading helps students to improve other language skills, vocabulary as well as language linguistic knowledge
2 What are your problems in teaching reading (you can tick as many as appropriate)?
a The lack of appropriate and interesting reading materials
b The lack of students’ motivation
c The difficulty in designing appropriate and interesting activities
3 In which stage of reading lesson do you find that it is necessary to motivate learners?
d All the above mentioned stages
4 How often do you use the following activities in your reading lessons?
Always Often Sometimes Rarely Never a Individual work b Pair-work c Group-work
5 Which of the following teaching aids have you ever used to motivate your students?
e Other sources / aids (please specify)
6 How often do you use the following techniques to motivate students to read? a Giving a short discussion before reading
Always Often Sometimes Rarely Never b Giving some predict questions before reading
Always Often Sometimes Rarely Never c Pre-teach vocabulary and structures
Always Often Sometimes Rarely Never d Combining textbook and relevant materials
Always Often Sometimes Rarely Never e Setting clear tasks before reading
Always Often Sometimes Rarely Never f Asking students to translate the reading text
Always Often Sometimes Rarely Never g Asking students to do tasks in a limited time
Always Often Sometimes Rarely Never h Asking students to translate the reading texts
Always Often Sometimes Rarely Never i Using games
Always Often Sometimes Rarely Never j Asking students to talk about the topic after reading
Always Often Sometimes Rarely Never k Others (Please specify)
III Your opinions on the textbook
7 What do you think about the textbook?
Very bad bad ok good very good a Illustration b Order of lessons c Kind of exercises d Topics
8 What do you think we should do to improve the textbook? (You can tick as many as appropriate)
a Provide with more updated and interesting topics
b Adapt more readings at the appropriate level of challenging
c Add more various kinds of activities and exercises
d Illustrate it with more beautiful pictures
e Reduce or simplify some tasks
APENDIX 2: SURVEY QUESTIONNAIRE FOR THE STUDENTS
Mục đích của những câu hỏi dưới đây là tìm ra biện pháp phát triển động lực học kỹ năng đọc hiểu cho học sinh trường THPT Thiệu Hóa, huyện Thiệu Hóa, tỉnh Thanh Hóa Câu trả lời của các em sẽ đóng góp giá trị cho việc cải thiện phương pháp dạy và học kỹ năng đọc hiểu Vì vậy, mong các em trả lời những câu hỏi này một cách trung thực và chính xác nhất.
Chân thành cảm ơn và đánh giá cao sự giúp đỡ của các em
Lục Thị Mỹ Bình Giáo viên Tiếng Anh, trường THPT Thiệu Hóa
Phiếu điều tra này gồm hai phần Xin vui lòng đánh dấu (v) vào những câu trả lời phù hợp với bạn hoặc điền câu trả lời ngắn gọn vào chỗ trống.
* Em đã học tiếng Anh trong bao nhiêu năm? ……… năm
II Ý kiến của em về kỹ năng đọc hiểu:
1 Tại sao em học kỹ năng đọc hiểu? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Em học đọc hiểu tốt hơn các kỹ năng khác
b Em thích đọc và học tiếng Anh (để hiểu về văn hóa và con người Anh)
c Em muốn đạt được trình độ nhất định về tiếng Anh sau khi tốt nghiệp
d Em nghĩ học đọc sẽ giúp em nhiều trong công việc sau này
e Em chỉ muốn học để qua được các bài kiểm tra và bài thi
f Kỹ năng đọc hiểu nói riêng, tiếng Anh nói chung là một môn học bắt buộc ở trường
g Các lý do khác (vui lòng ghi cụ thể)
2 Em nghĩ gì về các tiết đọc hiểu?
3 Yế tố nào sau đây có thể ảnh hưởng đến động lực học đọc hiểu của em? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Tài liệu đọc (chủ đề, độ khó, nội dung…)
b Giáo viên (tính cách, phương pháp )
c Các hoạt động và nhiệm vụ
d Kiến thức nền của bản thân (vốn từ vựng và ngữ pháp, hiểu biết chung )
e Thành công trong việc đọc
f Các yếu tố khác (vui lòng ghi cụ thể)
4 Hoạt động nào em thích nhất trong mỗi tiết học kỹ năng đọc hiểu?
5 Em thích những hoạt động nào trong số các hoạt động dưới đây mà giáo viên của em thường làm để thúc đẩy các em học trong mỗi tiết đọc hiểu? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Cho các em thảo luận ngắn trước khi đọc
b Cho các em một số câu hỏi dự đoán trước khi đọc
c Cung cấp một số từ vựng và cấu trúc ngữ pháp mới
d Tạo không khí cạnh tranh
e Trình bày một số nhiệm vụ cụ thể trước khi yêu cầu các em đọc
f Kết hợp bài đọc với một số tài liệu liên quan
g Yêu cầu các em dịch bài khóa
h Yêu cầu các em làm bài trong thời gian giới hạn
i Cho các em chơi trò chơi
j Yêu cầu các en tóm tắt lại bài hoặc nói về chủ đề vừa đọc
k Các hoạt động khác (vui lòng ghi cụ thể)
6 Em nhận thấy các bài đọc trên lớp như thế nào? (Em có thể đánh dấu nhiều hơn một câu trả lời)
7 Em nghĩ gì về các dạng bài tập trong sách giáo khoa?
8 Vui lòng đánh số các dạng bài tập sau theo thứ tự từ 1 đến 5 tùy theo mức độ yêu thích của em (số 1 cho dạng bài em thích nhất và số 5 cho dạng bài em không thích nhất)
a Dạng bài trả lời câu hỏi đọc hiểu (comprehension questions)
b Dạng câu hỏi trắc nghiệm có nhiều phương án trả lời (Multiple choice questions)
c Dạng bài xác định đúng/ sai/ không có thông tin (True / false / no information)
d Dạng bài nối đáp án (Matching)
e Dạng bài điền vào chỗ trống (Gaps filling)
Chân thành cảm ơn các em!