Reading Motivation in Bi/Multilingual Latinx Adolescents: An Exploratory Structural Equation Model

Griffin, Robert; Farran, Lama K.; Mîndrilă, Diana

doi:10.1080/02702711.2020.1801540

Cited by 8 publications

(5 citation statements)

References 63 publications

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“…Conspicuously, motivation has been found to have a substantial effect on student's achievement and other academic related-tasks (Griffin et al, 2020;Hubbard et al, 2021;Kanonire, 2020). Specifically (Griffin, 2020) study suggested that the intrinsic motivation was found to affect students' learning significantly rather than the extrinsic factor. Conversely, Kanonire et al (2020) study carried out in Russian context found some what a different result.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, selfconcept remained stable and was more significant than students' value of reading. Further, self-concept as a reader, the value a reader attaches to reading, has been proven to be a critical factor in student reading motivation (Griffin et al, 2020;Hubbard, 2021;Powell et al, 2006). Chassee (2008) studied the Classroom Factors that Negatively Impact Reading Motivation concerning classroom practices and reading experiences in schools.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring Secondary Students' Reading Motivation

Dukpa

Dhendup

2024

JHED

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Reading is a life-long process, and having the knowledge and skill of reading is an added advantage. Despite its importance, relatively little has been done to examine student reading motivation particularly with Bhutanese secondary students. This study aimed to identify the student factors related to reading motivation. A sample of 155 students using a simple random sampling method was recruited for this study in one Western district of Bhutan. The study was quantitative in design and have utilized a cross-sectional self-reported survey questionnaire for data collection and analyses. The researchers developed the instruments based on relevant literature and were validated by experts from Bhutan and Thailand before the pilot testing. The result of the pilot test yielded internal reliability > 0.7. The findings of the main study showed that students' opinions towards factors related to reading motivation were high with (Mean=3.90). Likewise, the results of the t-test revealed that gender did not differ in the reading motivation, and further, one-way ANOVA tests also did not show a presence of statistically significant differences student's age, parents work type, parent's level of education and finally, the parent's level of income.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring Secondary Students' Reading Motivation

Dukpa

Dhendup

2024

JHED

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“…In addition to reading attitude, motivation also affects L2 reading acquisition. Researches (e.g., Griffin et al, 2020;Li et al, 2022;Liebfreund, 2021) pointed out motivational and cognitive variables related to reading comprehension. Reading motivation comprises several subcomponents namely interest, work avoidance, compliance, recognition, grades, involvement, competition, and curiosity.…”

Section: Impact Of Motivation On L2 Reading Acquisitionmentioning

confidence: 99%

A Review of Factors Affecting the Acquisition of Second Language Reading Skills

Haider

Shakir

2023

LLR

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Effective reading skills are essential prerequisites for L2 reading proficiency which demand different metacognitive and cognitive skills to deal with the problems before and during the reading. These reading strategies adopted by L2 proficient readers are effective methods to handle the primary factors that influence reading proficiency. Therefore, the current research provided a comprehensive review of factors affecting the acquisition of second-language reading skills. The review consisted of thirty-two research articles related to L2 reading acquisition. The results demonstrated primary factors which impacted the L2 reading skills and a wide range of reading techniques adopted by proficient English language learners to construct meanings from the written text. Finally, it is likely to expect that the review of factors affecting reading skills can provide English language teachers and English language learners with in-depth insights into social and cognitive factors affecting L2 reading literacy.

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“…The multilingual context of learning reading in native and foreign languages in Kazakhstan offers a unique opportunity to explore the relations between reading attitude and reading achievement. Literature determines that the effect of multilingualism in reading attitude and language acquisition may provide an essential advantage for children's metalinguistic development (Griffin et al, 2020) if the reading process of native and foreign/learning languages is frequently stimulated, while other studies state that an interrelationship between social intercultural communication and linguistic self-confidence processes can be identified in learning a second or foreign language (e.g., Cl ement et al, 1994;D€ ornyei, 1998). In our current context, we examined reading development in two respective native languages (Kazakh and Russian) and learning second language reading in two respective languages (Russian for the Kazakh students and Kazakh for the Russian students, along with English as a foreign language for both groups).…”

Section: The Present Studymentioning

confidence: 99%