A study on students motivation in reading skills at quang lower secondary school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HOÀNG THỊ HÀ A STUDY ON STUDENTS’ MOTIVATION IN READING SKILLS AT QUANG LOWER SECONDARY SCHOOL (Nghiên cứu động lực học kỹ đọc hiểu học sinh trường THCS Quảng Định) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HOÀNG THỊ HÀ A STUDY ON STUDENTS’ MOTIVATION IN READING SKILLS AT QUANG LOWER SECONDARY SCHOOL (Nghiên cứu động lực học kỹ đọc hiểu học sinh trường THCS Quảng Định) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Nguyen Bang, M.A Hanoi, 2011 iii LIST OF TABLES AND FIGURES LIST OF TABLES Table 1: The reasons for students’ learning reading skills Table 2: Factors affecting students’ motivation in reading Table 3: The frequency of activities used by the teachers Table 4: Techniques used by the teachers Table 5: Results of classroom observation Table 6: Teacher’s comments on the textbook Table 7: Students’ comments on the topics of the textbooks Table 8: Students’ comments on teachers’ employment of activities LIST OF FIGURES Figure 1: The relationship between reasons for reading and types of reading Figure 2: Student’s attitudes towards the importance of learning English reading iv TABLE OF CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii LIST OF TABLES AND FIGURES iii TABLE OF CONTENTS iv PART 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study 1.6 Significance of the study 1.7 Design of the study PART II: DEVELOPMENT…………………………………………………………… CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical backgrounds of motivation 1.1.1 Definition of motivation 1.1.2 Main types of motivation in second language learning 1.1.3 Role of motivation in second language learning 1.2 Theoretical backgrounds of reading 1.2.1 Definitions of reading 1.2.2 Reasons for reading 10 1.2.3 Types of reading 10 1.2.3.1 According to ways of reading 11 1.2.3.2 According to reasons of reading 12 1.2.4 The importance of teaching and learning reading 14 1.3 Motivation in reading 15 1.3.1 The importance of motivation in reading second language 15 v 1.3.2 Main factors affecting students’ motivation in reading second language 16 1.3.2.1 The reading materials 16 1.3.2.2 The teacher 17 1.3.2.3 The students 18 1.4 Summary 19 CHAPTER 2: METHODOLOGY 20 2.1 Context of the study 20 2.2 Participants 21 2.3 Instruments 21 2.3.1 Classroom observation 21 2.3.2 Survey Questionnaires 21 2.3.2.1 Survey questionnaires for the teachers 22 2.3.2.2 Survey questionnaires for the students 22 2.3.3 Interview 22 2.4 Data collection procedures 22 2.5 Summary 23 CHAPTER 3: DATA ANALYSIS AND FINDINGS 24 3.1 The identification of students’ motivation 24 3.1.1 Types of students’ motivation in learning reading 24 3.1.2 Students’ attitude towards reading 26 3.1.3 Factors affecting students’ motivation in learning reading 27 3.2 Activities and techniques employed by the teachers 28 3.3 Motivational strategies and techniques to motivate students 33 PART III: CONCLUSION 35 Summary of the major findings and discussion 35 Implications 36 Recommendations 37 Limitations 37 Suggestions for further study 38 vi REFERENCES………………………………………………………………………… 39 APPENDICES PART I: INTRODUCTION 1.1 Rationale of the study English has developed with an unprecedented speed in Viet Nam since the Government implemented the open-door policy to the regional and global integration English proficiency is, then, seen as vital requirement for employment and higher education As a result, almost learners have to study English as second language for job seeking, job promotion or overseas studies Nowadays, in lower secondary schools, English becomes one of the compulsory subjects on which Grade-9 students are tested at their State Graduation Examination Douglas (2007) wrote that "children who read frequently grow to become skillful readers" Many researchers also argue that reading is one of the most important skills for second language readers According to these researchers, reading is crucial for learning new information, explaining, interpreting, and combining it based on old information and expectations Its instrumental use is particularly important at the lower secondary school stage From my own observation and involvement as a part-time teacher of Quang Dinh Lower Secondary School since 2007, I realize that almost students find reading lessons tough and boring in which they often feel sleepy Only a few students get involved in the activities conducted by teachers while others keep silence or something else Obviously, one of the biggest challenges to teachers is to find out effective ways to improve their students' reading skills This study addresses the issue by looking at the students' motivation in learning reading skills as it is widely acknowledged that motivation plays a very important role in second language learning process Motivation is one of the key factors that determines the success or failure of language learning While a considerable amount of research has been conducted to study the motivation and its effects on second language acquisition, little has been particularly taken on students' motivation in learning reading comprehension skills alone For the above reasons, I would like to carry out ―A study on students' motivation in reading skills at Quang Dinh Lower Secondary School” with an attempt to investigate the factors affecting students' motivation in learning reading skills and suggest some ways to motivate them to learn reading comprehension skills better It is believed that the study will be helpful for those who are facing similar problems and those who want to improve students' motivation in learning reading skills 1.2 Aims and objectives The study aims at investigating the motivation in learning English reading among grade-9 students at Quang Dinh Lower Secondary School To achieve this aim, the study sets out to obtain four specific objectives as follows: To examine types of motivation possessed by the grade-9 students at Quang Dinh Lower Secondary School To identify the main factors affecting the students’ motivation in learning English reading To examine activities and techniques used by the teachers to motivate their learners in reading lessons To recommend how to use reading materials and suggest some motivational strategies and techniques to enhance the grade-9 students’ reading comprehension skills 1.3 (i) Research questions What types of motivation the grade-9 students have in learning English reading? (ii) What are the main factors affecting students’ motivation in learning English reading? (iii) What are motivational activities and techniques employed by the teachers in reading lessons? What are teachers and students’ opinions on the reading materials? (iv) What motivational strategies and techniques should be applied to improve students’ reading skills? 1.4 Scope of the study Recent researchers show that motivation is the key factor which determines the success or the failure of second language learning among many factors in the second language acquisition process This study investigates motivation as a separate factor in learning English reading The result of the study will be applied to enhance the reading comprehension skills of grade-9 students at Quang Dinh Lower Secondary School 1.5 Methods of the study This case study is carried out on the basis of material collection, classroom observation, survey questionnaires and interview The use of data striangulation insures that the information about the subject is tested in more than one way, so the most reliable data will be gathered In theoretical part, a lot of reference materials on motivation and reading have been gathered and analyzed In practical part, classroom observation, survey questionnaires and interview are carried out to collect the most reliable data for the study 1.6 Significance of the study The study focuses on the importance of motivation and identifies the factors affecting students’ motivation in learning English reading skills Its findings are believed to help teachers of English to be aware of vital role of reading materials to students’ motivation in reading lessons Since then, the study suggests some motivational strategies for better reading comprehension 1.7 Design of the study The study is designed with three parts as follows: PART 1: INTRODUCTION The part presents the rationale of the study, aims of the study, research questions, scope of the study, methods of the study and the significance PART 2: DEVELOPMENT Chapter 1: Literature review The chapter provides theoretical backgrounds of motivation and reading In this chapter, the theories for motivation, nature of reading, motivation in reading and main factors affecting motivation in English reading learning are discussed Chapter 2: Methodology The chapter presents the methodology used in this study including data collection, the procedure of data analysis and instruments Chapter 3: Data analysis and findings The chapter shows the results of the data analysis based on the classroom observation, survey questionnaires and interview PART 3: CONCLUSION The part summarizes the major findings and discussion, implications, recommendations as well as suggestions for further study and some limitations of the study 34 It can be seen from the table that almost students wished their teachers to use the classroom techniques more often in all stages in reading lessons whereas their teachers limited using those From above data, it could be inferred that the teachers should devote much zeal to develop their students’ motivation by applying the games, visual aids, changing classroom atmosphere into relaxing learning environment, giving more questions and feedback, communicating more with students and understanding more what they needed, what they liked and what they expected from their teachers In summary, the chapter has presented the data analysis to find out the answers to the research questions All the data were obtained from the classroom observation, the survey questionnaires for both teachers and students and from an interview Then it has discussed the findings in terms of types of motivation among the students, main factors effecting students’ motivation in learning reading comprehension, activities and techniques employed by the teachers, teachers and students’ opinions on the textbook and motivational strategies and techniques have been dealt with so that students’ reading comprehension skills could be improved 35 PART III: CONCLUSION Conclusions The major issues addressed in the study are summarized in the following answers for the stated research questions: Firstly, the reason for students to learn English was to get good grades and to participate in the English competitions for gifted students More than 80% of the students agreed that the main purpose of learning English was to get a good job in future Besides, a large amount of students revealed that their desire of learning English was to broaden knowledge about the world Only a small percentage of the students claimed that they had been learning English to study overseas Therefore, it could be affirmed that the main types of motivation that the students possessed in learning reading comprehension skills are integrative and instrumental ones Secondly, students’ motivation in reading comprehension was affected by many different factors in which the main ones can be named as the teachers (with their enthusiasm, rapport, teaching techniques, etc), the reading materials and the students (their background knowledge and reading strategies) Among these factors, teacher had a profound and farreaching effect on their students’ motivation in learning reading comprehension Thirdly, teachers had not made great effort to motivate their students in reading lessons During the lessons, they did not often try to create a competitive atmosphere to promote students as what they desired to get The classroom activities such as pair work and group work were sometimes utilized Thus, the students did not have lots of chances to express themselves through practicing in pairs and groups The different kinds of techniques like games, visual aids, discussion at pre and post-reading were sometimes or even seldom employed while teachers often paid much attention to pre-teaching new vocabulary and structures This led to the boredom which was normally seen in the reading lessons The students, therefore, were not motivated and the situation resulted in the poor achievements in recent years Both teachers in the survey agreed that the textbook for grade-9 students was relatively good in terms of the topics, content, task types, illustration They just suggested adjusting 36 the difficult level and the amount of new words provided in the two last reading texts in order to fit the students’ capacity Finally, during the reading lessons, the teachers should have applied various motivational strategies and techniques to motivate their students, of which the most important and preferred were using games, visual aids, giving discussion at pre reading and post reading stages, creating competitive atmosphere, etc Besides, teachers should pay attention to the materials and give their students some supplementary reading texts so that they could practice more than what had been provided in the textbook Implications The findings of the study implicate that: In learning reading comprehension, the students seem to possess two main types of motivation, instrumental motivation and integrative motivation These students wanted to get good marks and participated in the Competitions for gifted students They also learn English reading with desires to get jobs in future and broaden their knowledge about the world The combination of the two types of motivation had been a good support in the second language acquisition Therefore, in the reading lessons, teachers should make proper responses to different types of motivation possessed by the students Among the main factors affecting students’ motivation in learning reading comprehension, the teachers with good personality, enthusiasm and appropriate teaching techniques would have a great impact on their students The teachers should encourage students to take risks and create the competitive atmosphere for students to express themselves without being afraid of making mistakes by utilizing much pair work and group work Successful teachers must recognize the improvements and progress by all students both individually and in groups by giving their feedback more often Moreover, it is necessary that the teachers should exploit the advantages of using games, visual aids, giving short discussion before or after the reading texts and establishing the rapport to their students The restriction of employing activities and techniques was the failure of the teachers Thus, in order to motivate their students to learn reading comprehension better, teachers should apply the motivational strategies and techniques Besides, it is essential to adapt some parts of the textbook to attract more students in reading lessons 37 Recommendations The followings are some recommendations to the teachers of Quang Dinh Lower Secondary School: The teacher should play the active role as a facilitator to encourage students in reading process to sustain long-term motivation In reading lessons, all three stages (pre-; while- and post-reading) should be applied Clarification and whole-hearted guidance are influential factors which help to stipulate learners The teachers’ instructions should be brief, clear so that all students understand what they are asked to These attract students’ commitment to the lessons and avoid confusion The teachers’ attitudes are of great importance in increasing student’s motivation The teachers’ sense of humor and friendliness will attract more students’ participation during the whole lessons Teachers should get students’ involvement in the lessons by using team-games more often When dealing with the lessons in which a large amount of new words is presented such as the two last units in the textbook, the teachers should use the synonyms which are best known by students so that they not find it hard to understand the texts The two types of motivation which the students possess are integrative and instrumental motivation Therefore, it is necessary for teachers to provide students with not only the language knowledge but also knowledge of culture and customs of English speaking countries Limitations Due to the limitations of time and practical experiences, the study just aims at shedding some light on the issue of students’ motivation in learning reading comprehension, an issue which had never been investigated before at Quang Dinh Lower Secondary School It is expected that further studies will be the continuance for this one which may answer to another question why students did not sufficiently invest in learning reading comprehension Is it due to lacking interest in learning reading or because their first 38 language and background knowledge are too poor which make them unconfident in learning the second language? These questions need to be addressed so that appropriate measures can be taken to improve the quality of English language learning in general in the school Suggestions for further study The followings are suggested to be taken into consideration in the future research: The future research should study on students’ motivation in learning reading comprehension skills at the secondary stages The relationship between English reading achievement and the motivation can be a topic of investigation in the future research A future study should focus on what teachers need to know how to motivate their students The important role of textbook in motivating students is another suggestion for further research 39 REFERENCES Crookes, G & Schmidt, R (1991) Motivation: Reopening the Research Agenda Language Learning, 41(4), 469-512 Davies, P (2000) Success in English Teaching Oxford University Press Doff, A (1988) Teach English: A Training Course for Teachers Cambridge: CUP Douglas Brown, H (2001) Strategies for Success: A Practical Guide to Learning English (Student Book) Longman Ericksen, S C (1978) "The Lecture." Memo to the Faculty, no 60 Ann Arbor: Center for Research on Teaching and Learning, University of Michigan Garder, R.C & Lambert, W.E (1972) Attitudes and Motivation in Second Language Learning New York: Newbury House Garder, R.C (1985) Social Psychology and Language Learning The role of Attitudes and Motivation London: Edward Arnorld Gardner, R.A (1992) True and False Accusations of Child Sex Abuse Cresskill, NJ: Creative Therapeutics Girard, D (1977) Motivation: The Responsibility of the Teacher ELT Journal Goodman, K.S (1971) Reading a Psycholinguistic Guessing Game In Harry Singer and Robert B Ruddell (Eds) Grabe, W (1991) Current Developments in Second Language Reading Research TESSOL quarterly 25:375-406 Grellet, F (1981) Developing Reading Skills Cambridge: Cambridge University Press Hafiz, F and Tudor, I 1989 Extensive Reading and The Development of Language Skills English Language Teaching Journal 43:4-13 Harmer, J (1991) The Practice of English Language Teaching London: Longman Hedge, Tricia (2003) Teaching and Learning in the Language Classroom US: OUP Krashen, S (1985) The Input Hypothesis: Issues and Implications, Longman Lewis, M & Hill, J (1985) Practical Techniques for Language Teaching CCP Maslow, A (1987) Motivation and Personality (3rd ed., revised by R Frager, J Fadiman, C McReynolds, & R Cox ed.) New York: Harper & Row 40 McDonough, S.H (1984) Psychology in Foreign Language Teaching London: George Allen and Unwin Publisher Ltd Mitchell, T (1982) Motivation: New Directions for Theory, Research and Practice Academy of Management review, 7(1), 80-88 Moore, K.D., (1992) Classroom Testing Skills USA: McGraw Hill, Inc Oanh, H.T.K (2005) A study of Motivation in Learning Reading Comprehension by the Freshman of English at Hatinh Junior Teachers’ Training College Unpublished MA Dissertation CFL- VNU Owens, R G (1987) Organizational Behavior in Education (3rd ed.) Englewood Cliffs: NJ: Prentice-Hall Oxford, R & Shearin, J.(1994) Language Learning Motivation: Expanding the Theorical Framework The modern language Journal 78: 12-28 Paul Morgan and Douglas Fuchs (2007) Exceptional Children In press Pintrich, P R., & Schunk, D (1996) Motivation in Education: Theory, Research & Applications, Ch Englewood Cliffs, NJ: Prentice-Hall Pretorius, E (2000) What They Can’t Read Will Hurt Them: Reading and Academic Achievement INOVATION No.21 Ramage, K (1991) Motivational Factors and Persistence in Second Language Learning Language Learning, 40(2, June 1990), 189-219 Richard & Thomas (1987) Being an Effective Reading Teacher Harper and Row Publishers Savignon, S (1995) Language, Social Meaning, and Social Change: The Challenge for Teachers Paper presented at the 22nd annual JALT international conference on language teaching/learning, Nagoya, Japan Stipek, Deborah (1988) Motivation To Learn: From Theory to Practice Englewood Cliffs, New Jersey: Prentice Hall Wallace, C (1992) Reading Oxford: Oxford University Press Wallace, Jame (1995) Improving the Reading Skills of Poor Achieving Students Reading Improvement, 32(2), 102-04 EJ 506 434 William, E (1984) Reading in the Language Classroom London & Basingstoke: Macmillan publishers Ltd Williams, M B., Robert (1997) Psychology for Language Teachers: A Social Constructivist View: New York: Cambridge APPENDIX CLASSROOM OBSERVATION SHEET (Adapted from Brown, 1994) Name of the observed: ……………………………… Class: ……………………………………… Observer’s name: ……………………………………… Date: …………………………………… Categories Criteria Results (%) N NA I Preparation Well-prepared, well-organized in class Appropriately prepared objectives of the class II Presentation Clear and concise instruction language Authentic materials are added The lesson is smooth Material is presented at the students’ level of comprehension The teacher show interest and enthusiasm III Teaching techniques Teacher moves round class, use eye contact There are balance and variety of activities 10 Examples and illustrations used effectively 11 Instructional aids and resource material used effectively 12 Drills are used 13 Teacher explores genuine situations in the class 14 Structures are taken out of artificial drill contexts and applied to the real contexts of the students’ culture and personal experiences IV Personal characteristics 15.Patience in eliciting responses V Teacher/student interaction 16 Teacher is a facilitator 17 Students are communicators 18 Teacher encourages students 19 The students are attentive and involved 20 The students are active 21 Teacher organizes effectively individual, pair and group work 22 The students are encouraged to ask questions, to disagree, or to express their own ideas 23 Teacher controls and directs the class Note: A: Applicable NA: Not applicable APPENDIX SURVEY QUESTIONAIRES (FOR THE TEACHERS) This survey questionnaire is designed to study reading motivation and how to motivate grade-9 students at QD lower secondary school in learning reading comprehension Your support in fulfilling the survey would be highly appreciated All the information provided by you is of the great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data Thank you very much for your kind assistance and support! I Personal information Your gender: Male  Female   Your age: …………………………………………………………………………… How long have you been teaching English? II Your opinions on reading and how to motivate students What you think of the importance of reading to your students?  a Reading helps students to improve other skills and linguistic knowledge  b Reading helps students to broaden their knowledge of the world  c Reading can bring the pleasure/ enjoyment to the students  d All the above mentioned opinions  e Others (please specify) What problems are you facing in teaching reading?  a The lack of students’ motivation  b The lack of reading materials to design appropriate and practical reading activities  c Difficulty in selecting and devising reading related activities  d Others (please specify) Which stages of a reading lesson you find it necessary to motivate your students?  a Pre-reading stage  b While- reading stage  c Post-reading stage  d All the above mentioned stages  e Others (please specify) How often you use following activities in your reading lessons? Activities Always Often Sometimes Rarely Never                Individual work Pair work Group work How often you use the following techniques to motivate students to read? Always Often Sometimes Rarely Never Techniques Creating a competitive atmosphere Giving some pre-reading questions Giving short discussion before reading Pre-teaching new vocabulary in the                                    reading text Giving a brief introduction of the text Setting up a goal for student to read Using games Using visual aids 10 Asking students to write summary of                     the text after reading 11 Asking students to discuss about the text 12 Giving students supplementary reading materials III Your opinions on the textbooks What you think about the reading texts for grade-9 students? Very bad Bad OK Good Very good Content      Topics      Task types      Illustration      Order of the lessons      Others ( please specify) What should be done to adapt the textbooks? Change the topics Add some more types of exercises Illustrate texts with more beautiful pictures Improve yearly Other ideas (please specify) …………………………………………………………………………………………… APPENDIX PHIẾU ĐIỀU TRA HỌC SINH Phiếu điều tra nhằm phục vụ cho đề tài Nghiên cứu động học kỹ đọc hiểu Tiếng Anh học sinh khối trường cấp Quảng Định, Quảng Xương, Thanh Hố Thơng tin bạn cung cấp để hồn thiện phiếu điều tra có ý nghĩa quan trọng đề tài nghiên cứu Dữ liệu điều tra nhằm mục đích phục vụ cho việc nghiên cứu người cung cấp thông tin không bị nhận dạng nội dung thảo luận Trân trọng cảm ơn! I Thơng tin cá nhân Giới tính Nam  Nữ  Tuổi: ……………………………………………………… Em học tiếng anh bao lâu? II Quan điểm em việc học đọc hiểu Tiếng Anh Mục đích học tiếng anh em gì? ( Em chọn nhiều đáp án) a Để giao tiếp với người nước ngồi đọc báo, xem phim, nghe nhạc Tiếng Anh b Để có hội du học nước ngồi c Vì Tiếng Anh mơn học bắt buộc d Để đạt điểm cao mơn Tiếng Anh có hội tham gia kì thi học sinh giỏi e Để sau xin việc dễ dàng f Để mở rộng kiến thức g Lý khác: ……………………………………………………………………… …………………………………………………………………………………………… Đánh giá em tầm quan trọng kỹ việc học Tiếng Anh Kỹ Listening Speaking Reading Writing Rất quan trọng Quan trọng Không quan trọng Cảm nhận em học đọc lớp mà em trải qua Thú vị  Buồn tẻ  Bình thường  Theo em yếu tố sau có tác động tới hứng thú học kỹ đọc hiểu em Tài liệu đọc hiểu (chủ để đọc, thông tin độ khó/ dễ đọc…) Giáo viên (tâm huyết, tổ chức lớp, phương pháp…) Bản thân học sinh (kiến thức nền, chiến lược đọc hiểu…) Ý kiến khác: ……………………………………………………………………… Giáo viên em sử dụng hoạt động số hoạt động nhằm tạo hứng thú cho em học đọc em yêu thích hoạt động số Hoạt động Giáo viên thường Em yêu sử dụng Đưa câu hỏi thảo luận trước vào đọc Dạy trước từ cấu trúc có khóa Giới thiệu vắn tắt khóa Đặt mục tiêu đọc rõ rang Yêu cầu học sinh thực nhiệm vụ khoảng thời gian định Sử dụng trò chơi tạo sôi cho đọc Sử dụng giáo cụ trực quan (tranh ảnh, âm nhạc, ) Yêu cầu học sinh thảo luận theo cặp, theo nhóm sau đọc Đưa nhận xét thường xuyên phù hợp 10 Cung cấp cho học sinh tài liệu bổ trợ kỹ nắng đọc hiểu thích Ý kiến em chủ đề đọc SGK Tiếng Anh lớp Đánh dấu vào lựa chọn Chủ điểm Khơng thích Khơng quan Thích Rất thích tâm A visit from a pen pal Clothing A trip to countryside Learning a foreign language The media The environment Saving energy Celebrations Natural disasters 10 Life on the planets Theo em giáo viên nên làm để thu hút hứng thú học sinh học đọc? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… APPENDIX QUESTIONS FOR INTERVIEW Em có thích học Tiếng Anh khơng? Em thấy học mơn Tiếng Anh dễ hay khó? Trong bốn kỹ năng, em thích kỹ nhất: Nghe, Nói, Đọc hay Viết? Tại sao? Theo em kỹ đọc có quan trọng khơng? Tại sao? Trong yếu tố ảnh hưởng tới động đọc hiểu (Giáo viên, học sinh tài liệu đọc), em thấy yếu tố quan trọng Tại sao? Giáo viên em có thường đưa hoạt động khởi động trước đọc không? Hoạt động học đọc làm em cảm thấy hứng thú nhất? Trong số chủ điểm đọc SGK, chủ điểm em thích khơng thích? Tại sao? Giáo viên có hay tổ chức hoạt động theo cặp, theo nhóm sau học đọc khơng? Bản thân em có thấy hứng thú tham gia vào hoạt động học đọc theo cặp, theo nhóm khơng? Giáo viên có hay đưa đánh giá trình học đọc tiến em qua đọc không? Em có nhận xét học đọc nói chung? (Đã thật lôi làm cho em cảm thấy hứng thú chưa?) 10 Theo em giáo viên phải làm để làm cho học đọc sôi sinh động gây hứng thú giúp cho em học kỹ đọc hiểu tốt hơn? ... Intrinsic motivation verse extrinsic motivation Harmer, J (1994) classifies motivation into two main categories: intrinsic motivation and extrinsic motivation According to him, intrinsic motivation concerns... identification of students motivation 3.1.1 Types of students motivation in learning reading Research question 1: What types of motivation the students have in learning reading? The data obtained... taken on students' motivation in learning reading comprehension skills alone For the above reasons, I would like to carry out A study on students' motivation in reading skills at Quang Dinh Lower