Significant Motivational Predictors of the Amount of Reading By Efl Learners in Japan

Mori, Setsuko

doi:10.1177/003368820403500106

Cited by 30 publications

(24 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several studies mentioned that integrative motivation was stronger than instrumental motivation based on Gardner's study. However, Mori (2004) indicated that the research showed that instrumental motivation was helpful to gain proficiency information, while integrative motivation was not. Schmidt, Boraie and Kassabgy's study indicated that the language Egyptian learners who used in the classroom learning environment could not be suitable for Gardner's Model.…”

Section: B Motivation In the Learning Processmentioning

confidence: 97%

The Comparison of English Learning between Two Ethnic Groups

Lin¹,

Chen²

2013

JLTR

View full text Add to dashboard Cite

Abstract─This purpose of the study was to explore English learning in parental influences and learning motivation between Taiwanese and multiracial children in southern Taiwan. There were 459 fifth and sixth elementary school students herein; there were 390 Taiwanese children and there were 69 multiracial children. There were six research questions here, and the main research instrument was questionnaire. According to results, Taiwanese children had stronger motivation learning English than multiracial children did. Secondly, parents' expectations and English learning of Taiwanese children had higher value than multiracial children's. The result indicated that Taiwanese children had higher motivation and expectations of parents than multiracial children did. Therefore, the researcher suggested that multiracial children should be considered about their learning process and thoughts. Multiracial children's English learning was improved and they would be willing to learn English because they were understood.

show abstract

Section: B Motivation In the Learning Processmentioning

confidence: 97%

The Comparison of English Learning between Two Ethnic Groups

Lin¹,

Chen²

2013

JLTR

View full text Add to dashboard Cite

show abstract

“…In the field of L2 reading research, ER researchers have also demonstrated that intrinsic motivation is a significant predictor of reading amount (Mori, 2002(Mori, , 2004Takase, 2007), revealing the importance of intrinsic motivation in ER. In terms of factors contributing to the enhancement of intrinsic motivation for ER, some researchers argue that ER itself cultivates positive attitudes and motivation for L2 reading (e.g., Fujita & Noro, 2009;Matsui & Noro, 2010;Yamashita, 2013).…”

Section: Reading Motivationmentioning

confidence: 99%

Factors Affecting Motivation for Short In-class Extensive Reading

Tanaka¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

This study is the second part of a project on motivation for short in-class extensive reading (ER) and examined factors affecting the motivations using self-determination theory (SDT). Japanese university learners of English as a foreign language (N = 133) responded to a questionnaire designed to measure four hypothesized predictors of ER motivation (i.e., positive peer influences, perceived autonomy, competence, and relatedness) in the middle of an academic year, and five subtypes of SDT motivation for short in-class ER (i.e., intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation) at the end of the academic year. The results of a recursive path analysis showed that: 1) perceived autonomy had a positive impact on motivation, leading to higher intrinsic motivation and identified regulation, and lower amotivation, introjected regulation, and external regulation; 2) positive peer influences had a positive impact on more self-determined types of motivation (i.e., intrinsic motivation and identified regulation); 3) perceived competence was neither associated with amotivation nor more self-determined types of motivation; and 4) perceived relatedness held no relevance for any of the five subtypes of motivation. These findings indicate the importance of perceiving autonomy and peer engagement in ER in enhancing motivation for short inclass ER.

show abstract

“…In fact, the negative finding on reading challenge could be argued to imply that students do not seem to be equipped with critical thinking skills that allow them to recognize, resolve, assess, and figure out the complexities that emerge in reading (Waters, 2006cited in Fahim & Barjasteh, 2012. Such a shortcoming might be due to in part to the use of grammar translation method as the basic approach and framework in the Iranian EAP classes (Erfani et al, 2010).This finding indicates the importance of intrinsically oriented constructs in explaining EAP readers" motivation as suggested in the literature (e.g., Alsheikh & Elhoweris, 2011;Blay, Mercado &Villacorta, 2009;Lin et al, 2012;Mori, 2002Mori, , 2004. Blay et al ISSN 1948-5425 2012 www.macrothink.org/ijl 382 (2009), for instance, examined the nature of Grade-4 Filipino students" motivation to read.…”

Section: Resultsmentioning

confidence: 97%

“…That is, they have a multifaceted motivation to read, as is the case in other EFL contexts (i.e. Alsheikh & Elhoweris, 2011;Han, 2011;Kim, 2011;Mori, 2002Mori, , 2004Nishino, 2005).The varying levels of English proficiency of the participants could be one of the reasons for the different degrees of motivation. For example, the findings indicate that extrinsic factors for English reading are the most powerful predictors of low achieving students" engagement in reading.…”

Section: Motivational Effect Of Grades On Self-efficacymentioning

confidence: 95%

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

Shokrpour¹

2012

IJL

View full text Add to dashboard Cite

This mixed methods research study explored the nature of reading motivation of selected EAP students majoring in medicine at an Iranian Medical University. In addition, this study examined the relationships between reading motivation constructs and reading proficiency (RP). In the quantitative part of the study, 95 students responded to the adapted version of the Reading Motivation Questionnaire (RMQ). In the qualitative part of the study, eight students (4 high and 4 low achievers) participated in semi-structured interviews concerning their perceptions of reading expository texts. The quantitative results indicated that the students were motivated more intrinsically than extrinsically when reading English. Pearson Product-Moment Correlation analysis revealed a significant and positive correlation between RMQ and RP. The qualitative results indicated that selected EAP students majoring in medicine are motivated to read academic expository texts because of a wide variety of reasons including intrinsic motivation, extrinsic motivation, and self-efficacy, to name just a few. Based on these mixed methods data, it is concluded that reading motivation is a multidimensional construct with multiple components.

show abstract

Significant Motivational Predictors of the Amount of Reading By Efl Learners in Japan

Cited by 30 publications

References 25 publications

The Comparison of English Learning between Two Ethnic Groups

The Comparison of English Learning between Two Ethnic Groups

Factors Affecting Motivation for Short In-class Extensive Reading

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

Contact Info

Product

Resources

About