1. SUKRAN SAYGI Department of Basic English, Middle East
Technical University [email protected] The Nature of Reading
Motivation and Student Perceptions
2. 2 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).
3. 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 3
4. 4
5. 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) 5 Some facts about Turkey
6. 6
7. The Program for International Student Assessment (PISA),
2003 by Organization for Economic Co-operation and Development
(OECD) in 41 countries and Turkey mathematics, science and reading
tests Turkey has the second lowest performance in all tests among
the OECD countries 7
8. The Progress in International Reading Literacy Study
(PIRLS), 2001 othe reading achievement of primary school fourth
grade students: 449 Park, 2006: home literacy environments of the
25 participant countries o early home literacy activities, index of
parents attitudes toward reading and number of books at home Turkey
was in the lowest group 8
9. 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 9
10. Questionnaire Population and Setting preparatory school of
a private university in Ankara, Turkey pre-intermediate (N = 172)
upper-intermediate (N = 101) Student interviewees students from the
lower and upper third groups depending on percentile scores (N = 8)
Methodology 10
11. Instruments I . The questionnaire was adapted from Wang
& Guthries Motivations for Reading Questionnaire (2004) and
Yamashitas (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 departments 11
12. 12 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
13. 13 Factor Extracted Sample Item Personal 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 dont know all the words when I read something in
English/Turkish. Comfort I dont 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
14. 14 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).
15. 15
16. 16 2. the relationship between motivation to read and
success in reading a. Hierarchical Regression Analyses Results
Quantitative
17. 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
18. 18
19. 19
20. 20
21. 21
22. I. Personal Factors value students put on reading interest
levels background II. Institutional Factors syllabus coursebook
teacher exams22
23. 23 Barr & Dreeben, 1983
24. Reading motivation is a COURSE BOOK thing: one size fits
all mentality the course books 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 24
25. the teacher - the only motivator - higher levels of student
motivation when they see that the teacher care about their progress
Classroom Conditions 25
26. 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?
26
27. syllabus needs analyis institutionalized syllabus course
book selection beyond the teachers control 27
28. 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 masters thesis, Marmara University, Istanbul,
Turkey. Park, H. (2008). Home literacy environments and childrens
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 28
29. for further information or your comments
[email protected] 29 THANK YOU