Extensive Reading and Changes to Reading Motivation in EFL among Slovene Primary School Pupils

Pirih, Anja; Primorskem, Fakulteta za humanistične študije Univerza na

doi:10.18690/rei.12.4.291-314.2019

Cited by 5 publications

(7 citation statements)

References 16 publications

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“…The purpose of Pirih (2019) study was to investigate changes in the extensive reading and EFL reading motivation of Slovenian elementary school students. Analysis of his semi-structured interviews and book reports confirmed that EFL reading motivation is a complex and dynamic process driven by numerous influences, most notably reading materials, family influence, positive attitudes toward English, and external demands, and must therefore be taken into consideration when designing reading programmes and studying reading motivation.…”

Section: Research On Er In Elementary Schools In An Efl Contextmentioning

confidence: 99%

Chinese EFL Teachers' Perspectives on the Use of Extensive Reading in Chinese Primary Schools

Zhu

2023

Preprint

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This qualitative study investigates Chinese English teachers' perspectives on the use of extensive reading (ER) in elementary schools. There are few studies on the implementation of extensive reading in elementary English language instruction. In addition, there are fewer studies on teachers' perspectives and attitudes toward ER. This study investigates a small step towards research on the use of ER in Chinese EFL primary educational contexts. To collect data for this study, interviews with EFL teachers in Chinese elementary schools are conducted. The interview data are analysed using thematic analysis techniques in order to investigate the perceived advantages and disadvantages of using extensive reading in the Chinese context for EFL primary school teachers and how Chinese EFL teachers view the use of ER in the English language classroom. Based on the results of the data analysis and discussion, the results of this study indicate that although teachers believe the use of ER in the classroom can be beneficial for Chinese EFL primary school students, a number of obstacles to the implementation of ER in the classroom have arisen. Teacher opinions on the future use of ER are also expressed in regard to the future widespread implementation of ER and their viewpoints on this issue. In spite of this, the teachers made some forward-looking suggestions regarding the use of ER in the classroom as well as classroom practices in general.

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Section: Research On Er In Elementary Schools In An Efl Contextmentioning

confidence: 99%

Chinese EFL Teachers' Perspectives on the Use of Extensive Reading in Chinese Primary Schools

Zhu

2023

Preprint

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“…Several other studies found that poor reading motivation is another factor that leads to reading difficulties. Pirih (2019) summarised various studies which agreed that reading motivation impacts ESL reading proficiency and learners' reading autonomy. Without reading motivation, ESL learners could struggle with written language.…”

Section: Rqmentioning

confidence: 99%

“…Similarly, Bala (2022) looked into the reading practice of motivated learners and how their proficiency levels could be enhanced through extensive reading, while Birketveit et al (2018) The results are categorised into three major aspects of reading, namely; vocabulary, reading comprehension, and reading fluency as shown in Figure 3.2 above. Based on the analysis, all except two studies focused on the learners' motivation (Pirih, 2019;Bala, 2022), and another two studies focused on the teacher's perception of extensive reading (Waring & Vu, 2020;Conaway & Parsons, 2023), agreed that extensive reading assuages at least one reading difficulty. Hence, this section will discuss the result based on the reading skills addressed by the studies.…”

Section: Rqmentioning

confidence: 99%

“…As stated by Nkomo (2020), by developing these reading skills, the learners can transfer them to other language skills such as writing. Meanwhile, four studies (Pirih, 2019;Waring & Vu, 2020;Bala, 2022;Conaway & Parsons, 2023) did not directly address the impact of extensive reading on the reading difficulties as the studies focused on the motivation and perception aspects of the learners and teachers.…”

Section: Rqmentioning

confidence: 99%

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Extensive Reading to Assuage Primary ESL Learners Reading Difficulties: A Systematic Review

Rahman¹,

Mohamad²

2023

IJARBSS

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Extensive reading is acknowledged as one of the approaches to encourage ESL learning and acquisition. With the integration of technology in education, extensive reading is evolving to accommodate the current teaching and learning environments. However, the amount of literature reviews on extensive reading in primary schools is limited, as many studies are focused on learners in secondary schools or tertiary institutions. Hence, this review systematically identifies the implementation of extensive reading to assuage Primary ESL learners reading difficulties. Using three databases, namely; Google Scholar, Scopus, and Educational Resources Information Centre (ERIC), 15 articles published between 2018 and 2023 were extracted. Two significant findings are presented in this review. First, poor reading comprehension is the main factor that contributes to primary learners' reading difficulties. Second, extensive reading can assuage reading difficulties when the learners' unique abilities and needs are addressed optimally. These findings suggested that there are gaps in this research area that could be further explored in the future. Substantially, this systematic review is valuable to researchers and educators as it offers more insights into the implementation of extensive reading to assuage ESL learners' reading difficulties specifically in the primary school context while identifying the gaps in this research area.

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“…Giving attention and establishing a family relationship can create a comfortable and enjoyable learning atmosphere, so that increase the course participants' motivation. Furthermore, Pirih (2019) stated that learners' motivation can influence their English skills especially reading in learning English. In addition, motivation also influences their goals in learning English (Bradford, 2007).…”

Section: Non-formal Educationmentioning

confidence: 99%

“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom

Jannatussholihah

Ashadi

Andriyanti

2022

JEELS

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Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

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Extensive Reading and Changes to Reading Motivation in EFL among Slovene Primary School Pupils

Cited by 5 publications

References 16 publications

Chinese EFL Teachers' Perspectives on the Use of Extensive Reading in Chinese Primary Schools

Chinese EFL Teachers' Perspectives on the Use of Extensive Reading in Chinese Primary Schools

Extensive Reading to Assuage Primary ESL Learners Reading Difficulties: A Systematic Review

“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom

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