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Motivation, Proficiency and Performance in Extensive Reading

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• Volume 6,Issue 3, May 2019

Year:

2019

Type of Publication:

Article

Keywords:

Extensive Reading, Motivation, Proficiency, Performance, Teacher Training

Authors:

• de Lozier, Christopher D. M.

Journal:

IJIRES

Volume:

6

Number:

3

Pages:

442-453

Month:

May

ISSN:

2349-5219

BibTex:

@article{1559, author = "Christopher D.M. de Lozier", abstract = "Motivation and reading proficiency are key factors in student performance in English language learning extensive reading pro-grams (ER). Digital ER programs provide teachers an ability to conveniently monitor students’ progress and provide research-ers a new opportunity to quantitatively and reliably analyze the collated reading data for reading habits and performance. This paper analyzed the performances of 205 university students, across three levels of proficiency, in the online ER program xread-ingVL under two different approaches, one with no predetermined goals, where students relied on their intrinsic motivation to read books, and one with well-defined reading goals so that students were motivated extrinsically to read. The data shows that reading performance and enjoyment vary between different levels of proficiency when students are subjected to different moti-vational requirements. High and intermediate level readers perform better and enjoy reading more under intrinsic conditions while low level readers benefit greatly from extrinsic motivational requirements.", issn = "23495219", journal = "IJIRES", keywords = "Extensive Reading, Motivation, Proficiency, Performance, Teacher Training", month = "May", number = "3", pages = "442-453", title = "{M}otivation, {P}roficiency and {P}erformance in {E}xtensive {R}eading", volume = "6", year = "2019", }

Abstract:

Motivation and reading proficiency are key factors in student performance in English language learning extensive reading pro-grams (ER). Digital ER programs provide teachers an ability to conveniently monitor students’ progress and provide research-ers a new opportunity to quantitatively and reliably analyze the collated reading data for reading habits and performance. This paper analyzed the performances of 205 university students, across three levels of proficiency, in the online ER program xread-ingVL under two different approaches, one with no predetermined goals, where students relied on their intrinsic motivation to read books, and one with well-defined reading goals so that students were motivated extrinsically to read. The data shows that reading performance and enjoyment vary between different levels of proficiency when students are subjected to different moti-vational requirements. High and intermediate level readers perform better and enjoy reading more under intrinsic conditions while low level readers benefit greatly from extrinsic motivational requirements.

Full text: IJIRES_1559_FINAL.pdf Online version [Bibtex]