Motivation for Reading in English: A Needed Agenda in Pakistan

Khan, Tahir Jahan; Shaik-Abdullah, Sarimah; Sani, Azlina Murad

doi:10.56868/jadhur.v2i1.97

Cited by 3 publications

(4 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dia mengaku tidak bisa membaca atau butuh banyak waktu untuk menyelesaikan kalimat." Temuan ini sesuai dengan penelitian terdahulu yang menyatakan minat dan motivasi siswa terhadap kemampuan membaca akan mempengaruhi perkembangan bahasa siswa (Kirby et al, 2011;Khan et al, 2023;Toste et al, 2023). Oleh karena itu, siswa perlu termotivasi untuk belajar membaca bahasa Inggris karena dapat meningkatkan efisiensi dan minat membaca (Ahmadi, 2017;Khan et al, 2023).…”

Section: Faktor Yang Mempengaruhi Siswa Kesulitan Membaca Bahasa Inggrisunclassified

“…Temuan ini sesuai dengan penelitian terdahulu yang menyatakan minat dan motivasi siswa terhadap kemampuan membaca akan mempengaruhi perkembangan bahasa siswa (Kirby et al, 2011;Khan et al, 2023;Toste et al, 2023). Oleh karena itu, siswa perlu termotivasi untuk belajar membaca bahasa Inggris karena dapat meningkatkan efisiensi dan minat membaca (Ahmadi, 2017;Khan et al, 2023). Dengan demikian, motivasi siswa dapat mempengaruhi kinerja dan pemahaman membaca mereka, yang mengarah pada keberhasilan dalam membaca dalam bahasa Inggris.…”

Section: Faktor Yang Mempengaruhi Siswa Kesulitan Membaca Bahasa Inggrisunclassified

See 1 more Smart Citation

Persepsi Guru terhadap Strategi Pembelajaran Membaca Bahasa Inggris di Sekolah Dasar

Sardy,

Trisnawati,

Fitria

2023

JEE

View full text Add to dashboard Cite

Given that reading is a key component of young students' learning of the English language, this study intends to examine teachers' perceptions on elementary students' English reading problems and the teaching strategies used in teaching English reading. The study collected data from six elementary school teachers who work in various Indonesian schools. Semi-structured interviews were employed in this study's qualitative research design, which was then analyzed thematically. The findings revealed that elementary students had a number of reading difficulties, including limited vocabulary, misspellings, and pronunciation errors. These difficulties were brought on by first language interference, demotivation, lack of focus, and lack of parental involvement. The interview results further revealed that teachers used game-based learning (GBL) to teach elementary-level English reading to provide a fun learning environment and a good first impression for the students. However, although GBL is strongly encouraged, the games utilized should be adapted for the age and academic ability of the young students. Thus, it is essential for teachers to develop lesson plans where the games need to be matched to the characteristics of the children while using GBL to teach English reading to increase the learning outcomes.

show abstract

Section: Faktor Yang Mempengaruhi Siswa Kesulitan Membaca Bahasa Inggrisunclassified

Persepsi Guru terhadap Strategi Pembelajaran Membaca Bahasa Inggris di Sekolah Dasar

Sardy,

Trisnawati,

Fitria

2023

JEE

View full text Add to dashboard Cite

show abstract

“…Most of the Pakistani studies seem to address the learning motivation issues without proper use of theoretical and conceptual frameworks (Akram & Ghani, 2012;Niazi & Zahid, 2019). Although there are studies conducted in L2 reading motivation such as Khan et al, (2017) and Khan et al, (2023) focusing on L2 (English) in Pakistani context yet these studies have largely focused on the needs of reading motivation in the context of Pakistan. These studies have sufficiently attempted to attract the Pakistani researchers yet this gap seems to be unaddressed.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Social Factors Influencing L2 Reading Motivation among ESL Students of Pakistan: A Case Study

2024

plhr

View full text Add to dashboard Cite

Reading is a cognitive process which occurs during the interaction with written materials. But reading motivation comes into existence in the result of combination of cognitive and social factors. Reading becomes is a means of language achievement, communication, and of sharing facts and concepts. Therefore, using a process model of L2 motivation (Dornyei & Otto, 1998), this qualitative case study has been conducted among six (6) intermediate students of Govt. Graduate College, Mianwali. The researcher has used semi structured interviews and observation to collect the data. The data have been analyzed manually and systematically thematically by coding and decoding. Findings show although the students are cognitively and socially motivated to read in L2 (English) yet due to the influence of instrumental social factors, they are more motivated to read in English. However, the students have been found more motivated under the influence of getting success, getting higher education and getting jobs in the country and abroad. The study recommends that due to inconsistency in educational and linguistics policies, students are confused. Therefore, study recommends consistency in educational as well as in linguistics policies of the country, Pakistan.

show abstract

“…However, the studies and reviews conducted by Khan et al (2016) and Khan et al (2017) have attempted to propose the significance of L2 (English) reading motivation. A review by Khan et al (2023) recommended conducting a study about L2 (English) reading motivation in Pakistan.…”

mentioning

confidence: 99%

The Impact of English Teachers on ESL Pre-University Students' L2 Reading Motivation in Pakistan

Khan

Shaik-Abdullah

Sani

2023

JADHUR

View full text Add to dashboard Cite

Motivation is a crucial factor in educational achievement nt. It can influence students' willingness to try to learn and succeed. In a context like Pakistan, where L2 (English) is a critical compulsory subject at the pre-university level, motivation is essential for students to learn effectively. This study investigated the influence of competent and incompetent English teachers on L2 (English) reading motivation. A qualitative case study was conducted with 6 (3 male and 3 Female] ESL pre-university students from Government MAO Graduate College, Lahore, Pakistan. Data were collected through semi-structured interviews and class observations. The data were analysed using thematic and coding procedures. The study found that competent English teachers positively influenced students' L2 (English) reading motivation. These teachers were found to be enthusiastic, knowledgeable, and supportive. They created a positive learning environment and made learning engaging and challenging. Incompetent English teachers, on the other hand, negatively influenced students' L2 (English) reading motivation. These teachers were found to be dull, uninspiring, and unhelpful. They created a hostile learning environment and made learning tedious and frustrating ng. The study recommends that competent English teachers with appropriate training be employed to motivate students for L2 (English) reading.

show abstract

Motivation for Reading in English: A Needed Agenda in Pakistan

Cited by 3 publications

References 14 publications

Persepsi Guru terhadap Strategi Pembelajaran Membaca Bahasa Inggris di Sekolah Dasar

Persepsi Guru terhadap Strategi Pembelajaran Membaca Bahasa Inggris di Sekolah Dasar

Cognitive and Social Factors Influencing L2 Reading Motivation among ESL Students of Pakistan: A Case Study

The Impact of English Teachers on ESL Pre-University Students' L2 Reading Motivation in Pakistan

Contact Info

Product

Resources

About