sukran saygi department of basic english, middle east technical university [email protected] the...
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SUKRAN SAYGI Department of Basic English,
Middle East Technical University [email protected]
The Nature of Reading Motivation and Student
Perceptions
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“Citizens of modern societies must be good readers to be successful. … The advent of computer and the Internet
does nothing to change this fact about reading. If anything, electronic
communication only increases the need for effective reading skills and the
strategies as we cope with the large quantities of information made available
to us” (Grabe, 2009: 5).
“Citizens of modern societies must be good readers to be successful. … The advent of computer and the Internet does nothing to change this fact about reading. If anything, electronic communication only increases the need for effective reading skills and the strategies as we cope with the large quantities of information made available to us” (Grabe, 2009: 5).
Inspiration for the study
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a never ending enthusiasm to change things to reach European standards
a central university placement exam – washback
private and state universities state and anatolian high schools (foreign
language oriented)
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Some facts about Turkey
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The Program for International Student Assessment (PISA), 2003
by Organization for Economic Co-operation and Development (OECD)
in 41 countries and Turkeymathematics, science and reading tests
Turkey has the second lowest performance in all tests among the OECD countries
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The Progress in International Reading Literacy Study (PIRLS), 2001othe reading achievement of primary school fourth grade students: 449
Park, 2006:home literacy environments of the 25 participant countrieso early home literacy activities, index of parents’ attitudes toward reading and number of books at home Turkey was in the lowest group
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define the nature of motivation to read in Turkish (L1) and in English (L2)
to explore the relationship between the students’ motivations to read and their success in reading exams
to gain an insight as to the educational value students assign to reading motivation in the classroom dynamics
Purpose of the study
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Questionnaire Population and Settingpreparatory school of a private university in Ankara, Turkey
pre-intermediate (N = 172)upper-intermediate (N = 101)
Student intervieweesstudents from the lower and upper third groups depending on percentile scores (N = 8)
Methodology
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InstrumentsI . The questionnaire was adapted from Wang &
Guthrie’s Motivations for Reading Questionnaire (2004) and Yamashita’s (2007) reading attitude questionnaire.
II. semi-structured face-to-face interviews the formation of their motivation to read the effect of contextual surroundings (such as
teacher, materials) on their motivation their expectations about their future education in
their departments11
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1. Nature of Reading Motivation (L1 and L2)
a. Principal Component Analysis b. Correlations between L1 Reading Motivaton Constructs and L2 Reading Motivation Constructs
Results & Discussion Quantitative
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Factor Extracted Sample ItemPersonal Reasons to Read
I have favorite subjects that I like to read about in English/Turkish.
Social Recognition I feel happy when someone recognizes my reading ability in English/Turkish.
Anxiety I feel anxious if I don’t know all the words when I read something in English/Turkish.
Comfort I don’t mind even if I cannot understand the content entirely when I read something in English/Turkish.
Value I can become more sophisticated if I read materials in English/Turkish.
Information I can acquire broad knowledge if I read materials in English/Turkish.
Principal Component Analysis
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L1 and L2 Constructs
Whole Questionnaire Population
Pre-intermeadite
Upper-intermediate
Anxiety . 203** .199** -
Reasons to read
.206** .203** . 210*
Value .368** .446** .284**
Recognition .655** .633** .678**
Correlation Analyses
** Correlation is significant at the 0.01 level (2-tailed).* Correlation is significant at the 0.05 level (2-tailed).
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2. the relationship between motivation to read and success in reading
a. Hierarchical Regression Analyses
Results Quantitative
Question Result
relationship between L1 reading motivation and L2 reading achievement
No significant contribution was observed.
the relationship between L2 reading motivation and L2 reading achievement
L2 reading motivation factors
significantly predicted 8.1 % of
reading achievement.
Pre-intermediate Reading anxiety is a significant
predictor.Upper-intermediate Comfort is a significant predictor.
habits and behaviors in L2 Time spent reading in English is a
significant predictor & a positive significant correlation between the students’ reading achievement and
their online text preferences17
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I. Personal Factors value students put on readinginterest levelsbackground
II. Institutional Factorssyllabus
coursebookteacherexams22
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Barr & Dreeben, 1983
Reading motivation is a COURSE BOOK thing: “one size fits all mentality” the course book’s syllabus is the syllabus students like the reading texts in the course book because they are short and easy --- they are not accustomed to dealing with long texts due to the education system
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the teacher- the only motivator - higher levels of student motivation
when they see that the teacher care about their progress
Classroom Conditions
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having the freedom to choose motivates students to become engaged in their reading
students are more interested in soft texts than pen-and-paper texts
more technology in class
What to do, then?
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syllabus – needs analyis institutionalized syllabus course book selection
beyond the teacher’s control …
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Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Mendi, H.B. (2009). The relationship between reading strategies, motivation and reading test performance in foreign language learning. Unpublished master’s thesis, Marmara University, Istanbul, Turkey.
Park, H. (2008). Home literacy environments and children’s reading performance: A comparative study of 25 countries. Educational Research and Evaluation, 14 (6), 489-505.
Wang, J. H. & Guthrie, J. T. (2004) Modeling the Effects of Intrinsic Motivation, Extrinsic Motivation, Amount of Reading, and Past Reading Achievement on Text Comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, (2) pp. 162-186.
Yamashita, J. (2002). Influence of L1 reading on L2 reading: different perspectives from the process and product of reading. Studies in Language and Culture, 23 (2), 271-283.
Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41 (1), 81-105.
References
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