The Reading Motivation and Reading Strategies Used by Undergraduates in University Teknologi MARA Dungun, Terengganu

Abstract

There is a major concern among educators and parents about children who cannot read but more seriously about those who can read but do not have the motivation to read. The study investigated 245 undergraduates’ level of reading motivation and their reading strategies use when they read academic texts. This study aims at finding the connection between reading motivation and reading strategy, to discover the differences between male and female students’ reading motivation and reading strategy and the relationship between variables such as program of study and family’s income. The results showed that the undergraduates’ reading motivation was of moderate level and they mostly use the cognitive reading strategy instead of the metacognitive reading strategy. There seemed to be a connection between the undergraduates’ reading motivation and the reading strategy used. The results indicated that the undergraduates’ motivation to read had an influence on the use of the reading strategy. Though female students had higher reading motivation compared to male students, both groups only use the cognitive reading strategy. Therefore, the results showed that undergraduates having moderate reading motivation tend to use only cognitive reading strategy. Thus, reading motivation does influence the acquisition of reading skills and there is a possibility that the higher reading motivation, the higher the tendency to use high level reading skills such as metacognitive which is a necessity for students’ effective reading. Instructors should motivate students to become active readers by improving students’ intrinsic motivation and decreasing their extrinsic motivation. Other results revealed that there was a significant difference among the five Diploma programs and finally, the students’ reading motivation had no significant relationship with their economic background

Reading Difficulty Dynamics and Interventions Within Community Schools in Ghana; Evidence From Banka Community Senior High School Using the OARP Protocol

“…The ndings of the study suggest that several causative factors in uence students' reading di culties which were internal as found in earlier studies (Sani et al, 2011;Peterson et al, 2000), external as found by Issa et al,( 2012), biological (Lagae, 2008) and genetic as also found by researchers such as Harlaar, et al, (2007) and Snowling et al, (2003). This result also agrees with Guthrie & Wig eld (2000) who found that internal factors such as lack of motivation and lack of interest (Issa et al, 2012) are the major contributors to students' reading di culties.…”

“…Internal factors emanate from the students' emotional and psychological faculties. Paramount among the internal factors is students' motivation to read (Sani et al, 2011;Peterson et al, 2000;Sanford, 2015), students' reading interest (Issa et al, 2012) and lack of self-con dence coupled with low motivation for learning and anxiety (Peterson et al, 2000). Guthrie and Wig eld (2000) in their study for instance notes that as students move through the grades, their motivation to read tends to decline.…”

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“…All items are answered on a scale from 1 to 4, with 1 (very different from me), 2 (a little different from me), 3 (a little like me), and 4 (a lot like me). This test was used by Wigfield & Guthrie(1997), for assessing student's reading motivation in grades 4-5 for the first time, but it was successfully used for university students by other researchers such as (Sani, Wan Chik, Awg Nik& Raslee, 2011).…”

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

“…Eccles & Wigfield (2002) explain that self-confidence is an individual belief of his/her ability to manage and decide to solve a problem. With regard to the issue of motivation to read, Guthrie, Coddington, and Wigfield (2009) demonstrate that students who have positive motivation are those who have a strong belief in their ability to do various reading tasks (see also De Naeghel et al, 2012;Guthrie et al, 2006;McGeown, Duncan, Griffiths, & Stothard, 2015;Sani, Chik, Nik, & Raslee, 2011;. They also show that the students with strong confidence have a clearer goal of reading achievement, readiness to face difficulties, willingness to work hard, and willingness to get engaged.…”

“…They will get satisfied when they can communicate the knowledge they acquired from reading. Experts show that teenagers want to do the reading because reading gives the social functions they need (Goodman & Goodman, 1979;Adkins & Brendler, 2015;De Naeghel et al, 2012;Ivey & Broaddus, 2001;Sani, Chik, Nik, & Raslee, 2011;Strom, Oguinick, & Singer, 1995).…”