EAP Students’ Reading Motivation of English Academic Expository Texts: A Mixed Methods Design

Shokrpour, Nasrin

doi:10.5296/ijl.v4i4.2459

Cited by 8 publications

(7 citation statements)

References 31 publications

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“…They were unhappy with other parties, such as the teacher educators' ways of teaching, the learning activities, and/or the reading materials. They did not have awareness that reading academic materials is a compulsory activity to uptake knowledge in higher education level [1] and the key to academic life success [4,[6][7][8][9]. Sadly, none of the EFL student teachers exhibited positive emotional reactions towards course reading, which was an unavoidable activity during their study.…”

Section: Resultsmentioning

confidence: 99%

“…Besides, they are expected to make an analysis and synthesis of texts with varying levels of difficulties [4,5]. Therefore, to succeed academically, English reading skills should be fostered so that students can develop personally and hence succeed academically [4,[6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

“…It is undeniable that academic reading can be arduous. The nature of the texts, the level of language sophistication, and the complexity of the concepts of the disciplines [6,7,[16][17][18] are some of the reasons. Moreover, further issues enhance the complication, i.e.…”

Section: Introductionmentioning

confidence: 99%

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Affective engagement in academic reading: What EFL student teachers reveal

Yulia

Sulistyo

Cahyono

2020

IJERE

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Affective engagement in academic reading: What EFL student teachers reveal

Yulia

Sulistyo

Cahyono

2020

IJERE

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“…In fact motivated learners had more eagerness for reading texts. There was little research that studied the connection between motivation and reading comprehension (Jafari & Shokrpour, 2012).…”

Section: Email: Info@ijreeonlinecommentioning

confidence: 99%

The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review

Takaloo

Ahmadi

2017

IJREE

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Motivation is one of the neglected parts of English language teaching. Teachers often forget that motivation is the basic part of learners' English language learning activities. In this sense, learners control the flow of the classroom. Without learners' motivation, there is no pulse and no life in the class. When learners learn to incorporate direct approaches to generate motivation in their learning, they will become happier and more successful learners. This paper is an attempt to investigate the impact of motivation on learners' reading comprehension. It reviews the terms motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of the literature indicated that motivation has an influential role in learners' reading comprehension.

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“…The connection between motivation and reading comprehension has been investigated by a body of research (Jafari & Shokrpour, 2012;Schaffner & Ulferts, 2013;Mermelstein, 2014). In the study conducted by (Jafari & Shokrpour, 2012) that aimed to investigate the relationship between motivation and reading comprehension, the findings indicated that there was a significant correlation between intrinsic motivation and learners reading development. In fact motivated learners had more eagerness for reading texts.…”

Section: Introductionmentioning

confidence: 99%