INTRODUCTION
Rationale
In the era of globalization and economic integration, the need for a universal language for international communication has surged Consequently, English has emerged as the most dominant language globally, permeating all aspects of life and various sectors of the world economy Its widespread use underscores its significance in facilitating global interactions.
In line with the Party Central Committee's Resolution 8 from the XI Conference, which emphasizes radical innovation in education for international integration, Vietnamese educational leaders are actively enhancing foreign language teaching across all educational levels, including primary, higher education, and vocational training The 2008 Decision No 1400/QĐ-TTg, introduced by the Prime Minister, marks a significant advancement aimed at improving English language education throughout Vietnam's national education system until 2020 Mastering English is essential for students to navigate the modern world effectively and significantly enhances their employment opportunities.
Mastering the four essential skills of English—listening, speaking, reading, and writing—is crucial for learners Listening and reading are classified as receptive skills, while speaking and writing are productive skills (Jeremy Harmer, 1989) Among these, reading stands out as a fundamental skill that significantly enhances students' lives by expanding their knowledge through various English texts It enables learners to gather valuable information relevant to their studies Moreover, motivation plays a vital role in shaping reading attitudes, self-concept, and the development of reading habits (Gambrell, 1996) Therefore, reading promotion activities are designed to boost both motivation and academic achievement.
Many 10th-grade students at Vung Cao Viet Bac (VCVB) High School struggle with English reading, finding it difficult and uninteresting, which diminishes their motivation to learn Research by Ngoc An Nguyen and Van Anh Nguyen Thi (2015) indicates that low vocabulary mastery is a significant barrier to reading comprehension Tomlinson, as cited in Masuhara (2003), notes that learners often believe they must understand every word to grasp the text, leading to anxiety, as highlighted by Deporter and Hernacki (1999) This anxiety is compounded by feelings of boredom and confusion, as students often misunderstand the texts and struggle to answer related questions, as supported by Salikin and Bin-Tahir (2017).
As an English teacher at VCVB High School, I recognized the critical role of motivating students to read in English One of the most effective strategies I employed was implementing book club activities, which significantly increased opportunities for students to engage with English texts Therefore, I chose the topic “Using Book Club Activities to Enhance 10th Form Students’ English Reading Motivation at VCVB High School” for my thesis, aiming to explore methods to boost students' reading motivation, ultimately helping them achieve reading proficiency and cultivate lasting reading habits.
This study investigates how participation in a school book club influences reading motivation among 10th-grade students at VCVB High School Specifically, it explores the effects of the book club on enhancing English reading motivation, providing insights into the role of collaborative reading experiences in fostering student engagement.
Aims of the study
This study was aimed at investigating the effect of using book club activities on 10 th form students’ English reading motivation at VCVB high school Therefore, the research question was:
- How do the book club activities affect students’ English reading motivation?
Scope of the study
This research focuses on the implementation of book club activities for 10th-grade students at VCVB High School, aiming to enhance their English reading motivation Due to time constraints, the study specifically examines effective book club activities and gathers data from fifty students to support its findings.
Significance of the study
This study helped to determine the effectiveness of using book club to enhance 10th form students’ English reading motivation at VCVB high school
This study highlights the importance of book club activities for language students, emphasizing their role in enhancing reading skills Additionally, it offers valuable suggestions for developing effective English reading activities to support student success.
In a book club setting, students can leverage each other's strengths, enhancing their learning, planning, and reading skills, ultimately boosting their reading capabilities By actively participating and making decisions in book club activities, students engage more deeply in the reading process This study highlights effective strategies for fostering natural reading development through collaborative activities.
Organization of study
The thesis had four main parts as follows:
It was contained the background of study, aim, scope of the study, significant of the study, methods of study, and the organization of study.
LITERATURE REVIEW
Overview of L2 reading motivation
Second language motivation has been a significant focus since Gardner and Lambert (1959) highlighted its crucial role in learning a second language (L2) Numerous studies have investigated motivation as a key individual difference variable; however, many have primarily examined its relationship with language learning in general or focused on speaking skills, often referencing Gardner’s socio-educational model In light of this, Wigfield (1997) emphasized the need for a “domain-specific approach” to better understand reading motivation, advocating for its distinction from general motivation to capture its multidimensional nature.
Reading motivation, as defined by Guthrie and Wigfield (2000), encompasses an individual's personal goals, values, and beliefs related to reading, highlighting the intricate nature of both reading and motivation Aarnoutse and Schellings (2003) further elaborate that reading motivation is multifaceted, incorporating intrinsic and extrinsic factors, self-efficacy, social influences, and the establishment of reading goals.
Reading motivation is defined as the internal drive to read, shaped by an individual's beliefs, attitudes, and goals regarding reading (Conradi, Jang, & McKenna, 2014) This motivation influences various behaviors and engagement levels, impacting both observable and unobservable actions related to reading activities.
Examining these findings shows the multidimensional of reading motivation The present study followed the definition of Guthrie and Wigfield
(2000) to know the extrinsic motivations within the L2 students in reading, and to know the way of intrinsic and extrinsic motivations of L2 students in reading activity
Guthrie and Wigfield (2000) highlight that reading motivation is often analyzed through the lens of educational psychology rather than language learning Their research emphasizes that reading motivation encompasses key elements such as goal orientations, competence beliefs, and task value, which are rooted in established motivation theories Additionally, Gambrell et al (1996) further elaborate on the significance of task value in understanding reading motivation.
Readers exhibit both intrinsic and extrinsic motivations, with intrinsically motivated individuals reading for the joy of it, while extrinsically motivated readers are influenced by external demands (Baker & Wigfield, 1999; Wang & Guthrie, 2004) Successful reading outcomes are often linked to a combination of a desire for the task and self-belief in one's reading abilities, which fosters persistence and effort (Guthrie & Wigfield, 2000) Furthermore, a reader's motivation can be shaped by their expectations of success or failure when engaging with a reading task, as well as the value they attribute to that task (Gambrell et al., 1996).
Numerous studies on reading motivation have utilized the multidimensional taxonomy developed by Wigfield and Guthrie in 1997 This framework identifies eleven key elements of reading motivation, which include efficacy, challenge, curiosity, reading involvement, importance, recognition, grades, social factors, competition, compliance, and reading work avoidance.
A framework by Wang and Guthrie (2004) identifies eight factors of motivation, categorized into intrinsic and extrinsic components Intrinsic motivation includes curiosity, which drives interest in specific topics; involvement, which brings pleasure from reading; and challenge, which offers satisfaction from understanding complex ideas Conversely, extrinsic motivation encompasses competition, the desire to surpass others in reading; compliance, the need to follow rules; recognition, the pursuit of acknowledgment for reading achievements; grades, the expectation of positive academic feedback; and social motivation, the inclination to share reading experiences within one’s social network.
In the light of the definition of reading motivation, Guthrie and Wigfield
In 1997, a theoretical framework was developed to categorize dimensions of reading motivation into three main categories: reading competence and self-efficacy, reading achievement values and goals, and social aspects of reading The first category focuses on reading competence and beliefs in reading efficacy, encompassing elements such as reading efficacy, the perception of challenges, and work avoidance (Baker & Wigfield, 1999).
Reading self-efficacy, a key dimension of reading efficacy belief, refers to an individual's confidence in their ability to succeed in reading tasks Defined by Bandura (1997) and Zimmerman (2000), self-efficacy encompasses the beliefs people hold about their capabilities According to Guthrie et al (1996), reading efficacy involves the perception of having control over reading behaviors, including the choices of when, where, and how to read, as well as the ability to read independently In simpler terms, reading self-efficacy is the belief that one can achieve success in reading (Baker & Wigfield, 1999).
The second dimension of reading motivation is challenge, closely linked to self-efficacy Challenge relates more to an individual's perceived competence than to their beliefs about their efficacy This understanding emphasizes the importance of fostering a sense of competence in readers to enhance their motivation.
The challenge dimension in reading, as described by Baker and Wigfield (1999), refers to the willingness to engage with difficult texts, which can also involve selecting challenging materials for their stimulating effects Guthrie and Wigfield (1997) further elaborate that this challenge relates to reading comprehension, highlighting the satisfaction derived from mastering complex ideas within a text.
The third dimension of reading motivation is work avoidance, defined as the desire to evade reading activities (Baker & Wigfield, 1999) Guthrie et al (1996) describe this dimension as utilizing reading as a means to escape punishment or negative outcomes Furthermore, Guthrie and Wigfield (1997) note that this dimension encompasses the elements of reading that individuals frequently express a dislike for.
Self-efficacy is closely linked to the perception of challenge, as individuals who believe in their abilities to tackle reading tasks are more likely to engage in them and achieve comprehension.
1997) Furthermore, when readers display a low level of self-efficacy, they are most likely to choose reading activities that represent lesser challenge (Baker
In the second category, Guthrie and Wigfield (1997) included reasons why individuals read It consists of achievement values and goals in reading (Baker
& Wigfield, 1999; Mori, 2002) This category is, in fact, divided into two subcategories: intrinsic motivation and extrinsic motivation for reading
Intrinsic motivation for reading is driven by factors such as curiosity, engagement, and the perceived value of reading, as highlighted by Baker and Wigfield (1999) and Mori (2002) Conversely, extrinsic motivation for reading is influenced by elements like competition, the desire for recognition, and the pursuit of grades.
Curiosity, a key dimension of intrinsic motivation, is defined as the eagerness to explore and acquire new perspectives through reading engaging topics (Guthrie, Wigfield, & VonSecker, 2000) It involves readers embarking on reading activities to discover new subjects or expand their existing knowledge (Guthrie et al., 1996) Wigfield and Guthrie (1997) describe it as the desire to learn about topics of interest, highlighting its importance in intrinsic motivation, as the fulfillment of curiosity provides intrinsic rewards without the need for external incentives (Guthrie, Wigfield, & Perencevich, 2004) Involvement is identified as the second dimension of intrinsic motivation in reading.
Overview of book clubs
Book clubs play a crucial role in enhancing reading motivation, as highlighted by Morgan and Fuchs (2007), who define them as venues for group reading experiences Research indicates that engagement in reading is a strong predictor of academic success, creating a bidirectional relationship where improved academic performance also boosts motivation Littlejohn (2006) emphasizes that one of the primary goals of book clubs is to increase enjoyment in recreational reading, thereby enhancing reading achievement Furthermore, Whittingham and Huffman (2009) found that book clubs positively influence reluctant readers, with those initially having negative attitudes towards reading showing significant improvement after participating The presence of positive peer role models in a book club setting fosters greater success for struggling readers.
Book clubs play a significant role in fostering cognitive, social, and emotional development among students These initiatives not only motivate students to engage in reading but also introduce them to valuable resources available at the library.
A book club offers a unique social environment that fosters discussion and interaction in the neutral setting of a school library, promoting a love for reading among students Unlike traditional classroom settings, the book club emphasizes enjoyment and connection over performance, allowing students to engage comfortably without the pressure of their reading abilities or fluency This inclusive atmosphere encourages all participants to feel accepted and valued, enhancing their overall reading experience.
The flexibility of a book club is what makes it an effective choice to promote reading, as it can adapt to the interests of its members (Littlejohn,
Book clubs are designed with specific goals that often include fostering a love for reading, enhancing literary appreciation, promoting shared reading experiences, and building social skills through interaction To ensure success and boost participation, effectively promoting the book club is essential for attracting new members.
An essential aspect of a book club is collaboratively establishing behavior norms and meeting guidelines When students and teachers jointly create these rules, it can lead to greater success for the group Additionally, it's important to clearly outline the expected reading volume both before and after book club meetings to ensure everyone is on the same page.
The availability of books plays a crucial role in shaping the structure of a book club Whether the group focuses on a single title or divides into smaller groups to explore multiple titles depends on the specific goals and interests of its members.
Nippold, Duthie, and Larsen (2005) emphasize that providing a variety of themed books, such as those focused on nature, machines, or suspense, can enhance student engagement in book clubs Effective discussion activities that encourage critical thinking and personal connections to the text are essential for fostering meaningful conversations The selection of books and the structure of the club—whether reading a single title collectively or dividing into smaller groups for multiple titles—should align with the club's goals and the interests of its members.
Tovli (2014) emphasizes the importance of systematic organization in book club activities, highlighting that each session should include both fixed and variable components Book clubs have the flexibility to select appropriate activities for these fixed and variable parts, ensuring a tailored experience for their members.
It depended on the population of each club He listed some different activities that could be used in a book club as follows a Daily Reading
In a classroom designed to enhance reading skills, the teacher organized books suitable for students' reading levels, featuring minimal text and engaging illustrations that sparked curiosity Each student maintained a personalized illustrated booklet to document their reading experiences After a 15-minute reading session, they filled out a page in their booklet with the book's title, author, illustrator, and a brief summary This activity aimed to foster a connection between the students and their reading material Additionally, students received a new booklet each month to continue encouraging their reading journey Daily reading formed a core component of the intervention program, complemented by a well-stocked classroom library.
Each classroom featured a vibrant library filled with a diverse collection of materials, including newspapers, comics, poetry, storybooks, fairy tales, and activity books on cooking and arts & crafts, as well as encyclopedias The library encouraged exploration of various genres, such as the topic of "stones," and remained accessible throughout the day for students seeking information, relaxation, or after completing their tasks Students could borrow books to take home by simply filling out a form and placing it in the lending box Additionally, a dedicated library corner offered engaging activity cards with prompts like writing a letter to a character, imagining oneself as a hero, discussing favorite characters, altering story endings, or continuing a narrative (Hopenwasser & Noel, 2014).
Each week, the teacher engaged the entire class in collective reading by utilizing Slavin's model (1996), which included a visually appealing poster resembling a book jacket This poster encouraged students to record the book's title, author, illustrator, and new vocabulary they learned from the story Drawing from Whitehurst et al (1991), this approach effectively heightened students' anticipation and curiosity prior to reading the story.
In the second phase of the activity, students engaged in interactive reading by embodying the story's heroes, articulating their perspectives, and participating in discussions on their behalf They also created letters or advertisements related to the narrative To conclude the activity, students responded in writing to thought-provoking questions, such as, "What would you do if…?"
In a writing exercise, students were prompted to creatively respond to illustrations by contemplating alternative actions for the hero This activity culminated in a review of the story's structure, including key elements such as background, characters, plot, problem, resolution, and ending Through reconstructing the narrative, students enhanced their understanding of the story's discourse schema They analyzed the hero's decisions, exploring reasons, emotions, and potential solutions while developing a critical perspective on the characters' actions This approach not only fostered functional reading skills but also encouraged deeper engagement with the text.
The teacher systematically exposed the students to the various functions of reading Each student was exposed to a text appropriate for his/her reading level
The referential function: reading for obtaining information The students worked on operative "how to" texts, such as: how does one bake a cake or build a flying model?
Students developed an understanding of the connotative function in communication, focusing on how it can influence attitude change They learned to distinguish between announcements for upcoming events and advertisements, ultimately creating their own advertisements and announcements on the same subjects.
Students discovered the communicative function of written language, which allows them to stay connected and share information, effectively transforming the world into a small village They engaged in writing various forms of communication, such as notices to parents, letters, greeting cards, telegrams, and announcements Additionally, they explored the expressive function by writing diaries, journals, and utilizing a complaint box, further enhancing their ability to express themselves creatively.
METHODOLOGY
Subjects of the study
The study involved fifty 10th grade students from VCVB High School, including sixteen males and thirty-four females, aged between fifteen and sixteen years Most participants began their formal English education at the age of ten, resulting in several years of study Consequently, their overall English proficiency was anticipated to be at least at the pre-intermediate level.
Data collection instruments
This thesis employed questionnaires as the main data collection instrument
The survey questionnaire is a highly effective tool for data collection in social science, offering advantages such as reduced pressure on respondents, elimination of interview bias, and straightforward answer analysis (Gillham, 2000) In this study, the researcher utilized survey questionnaires as the primary method to achieve the research objectives, with participants completing two questionnaires during both the first and last book club meetings.
3.2.2.1 The Motivation for Reading in English Questionnaire (MREQ)
The Motivation for Reading in English Questionnaire (MREQ) by Komiyama (2013) was used in the present study This questionnaire had been successfully adopted by different researchers (Wang and Guthrie, 2004;
Dhanapala, 2008; Yuliandari, 2016; Maudy, 2018) In this study, the researcher adopted 47 items and close-ended questions proposed by Komiyama (2013)
This questionnaire proposed eleven components as basis for the questionnaire, with 47 items
The components were organized into three categories for easier analysis by the writer The first category focused on reading competence and beliefs about reading efficacy, encompassing reading efficacy (1 item), challenge (6 items), and work avoidance (2 items).
The second category concerned reading achievement values and goals It included curiosity (5 items), reading involvement (5 items), competition (8 items), recognition (6 items), grades (4 items) and importance of reading (1 item)
The third category concerned social aspects of reading It included compliance (4 items), and social sharing (5 items)
The 47 items were scaled along a 4-point Likert scale The four options were: 4 (a lot like me), 3 (a little like me), 2 (a little different from me), and 1 (very different from me)
The MREQ was evaluated based on its protocol, yielding quantitative data on students' reading motivation It comprised scores across three key dimensions: reading competence and efficacy beliefs, reading achievement values and goals, and social aspects of reading The survey documented mean scores for each dimension as well as an overall group average Responses were scored on a scale where more positive answers received higher values, while less positive responses were assigned lower scores.
According to Wang & Guthrie (2004), a successful reading program is one whose implementation will result in an increase in reading motivation
Therefore, the program might be assessed in three following aspects (Tovli,
- Book preference Book preference means that students who love reading will prefer to read a book as a entertained activity and to receive a book as a present
- Quantity of reading If a student love reading, they will read more books than others
The quality of reading significantly impacts a student's engagement with literature, as those who enjoy reading are more likely to participate in reading activities This enthusiasm enhances their ability to comprehend and interpret the meanings of books, allowing them to analyze both the content and characters effectively.
In the current study, the questionnaire adapted from Tovli (2014) was utilized to assess students' participation in book club activities This choice was made due to the varied ways in which students engaged in these activities, which the MREQ questionnaires could not adequately capture The program assessment questionnaire was selected as a more effective tool for gathering information on students' increasing motivation for reading in English Ultimately, the aim of the reading program was to evaluate both the quantity and quality of books that students read and chose to read before and after their involvement in the book club.
The questionnaire, detailed in Appendix 2, was divided into three sections, with the first part focusing on students' preferences for recreational activities during their leisure time It specifically aimed to identify those students who favored reading, prompting each participant to share their preferred activities in their free time.
In Part 2 of the study, students were encouraged to share their favorite books through an open-ended question, allowing for a variety of responses regarding specific titles or genres They were also asked to list the books they had read in the past year to assess their reading frequency Additionally, students reviewed a curated list of 10 popular books, marking those they had actually read, with the intention of fostering genuine discussion about their reading experiences The teacher compiled a comprehensive list of 30 popular titles, sourced from the VCVB library and recommendations from the Bookworm Corner club at Thai Nguyen University’s Faculty of Foreign Languages This list was subsequently validated by a diverse group, including an English fellow from the U.S Embassy, an English teacher, a librarian from VCVB high school, and six students.
The final list features the 10 most popular books selected through daily reading discussions The researcher anticipated that students would read more than two books during the ten daily reading activities of the book club.
Part 3 aimed to ensure profound and productive book reading Each student was asked to choose a book from the list of popular books and describe its content and characters, personal opinions about the bookand if they would recommend this book to their friends and why Quality of reading was tested by the manner in which the students analyzed one of the books they had read The students’ descriptions of the characters were evaluated according to the title and author of the book, recommendations, sentences length, student’s opinions about the book They were also asked to summarize the content of the story
The researcher employed a rubric to assess students' writing regarding their favorite book Andrade (2000) highlights that rubrics are beneficial for educators, as they help reduce the time spent on evaluating student assignments.
The rubric comprises six key factors: the book's title, the author's name, a summary of sentences, sentence length, personal opinions on the book, recommended readers, and a concluding statement Each factor is evaluated on a three-level scoring system, with a maximum of 2 points.
1 point and 0 point The total maximum score is 12 points
The researcher enlisted the expertise of two English teachers, Mr John Niblett, an English Fellow from the U.S Embassy at the Faculty of Foreign Languages, Thai Nguyen University, and Mrs [Last Name], to review the rubric Their feedback was essential in ensuring the rubric's reliability and effectiveness for evaluating student writing.
Vu Thi Hai Yen - An English teacher from VCVB high school
The researcher employed rubrics to evaluate the writing of 10 students, collaborating with experts to ensure comprehensive descriptions of performance levels for effective assessment of writing progress Three teachers assessed the same set of writings, yielding nearly identical results The detailed rubric is included in Appendix C.
The program assessment questionnaires were evaluated based on a structured protocol to gather both quantitative and qualitative insights into students' reading habits, including their preferences, reading volume, and reading quality An analysis of student responses from the questionnaires allowed for a comparison of reading preferences and quality between the initial and final book club meetings The conclusions drawn from this analysis aimed to identify changes in students' reading behaviors over time.
Book club project at VCVB high school
VCVB high School recruited students from 32 minority communities It was founded in 1957, has trained over 9,500 ethnic minority students who are from mountainous, remote and low-developed areas and islets
In this school, the researcher formed a book club which with 50 original members Book club’s slogan is that “Fostering your love of reading”
The research, initiated in October 2018, spanned one academic year and involved a monthly book club facilitated by an English teacher and a school librarian Each meeting lasted for two hours, fostering engagement and collaboration throughout the school year.
A vibrant small library was established, featuring a diverse collection of newspapers, comics, jokes, and a variety of books such as poetry, storybooks, fairy tales, activity books, and novels Open throughout the day, it provided students with a space to seek information, unwind, or borrow books to take home by simply filling out a form and placing their name card in the lending box.
During the inaugural meeting of the book club, a selection of 10 age-appropriate books was displayed on the table Students with limited reading experience were encouraged to express their preferences and interests in writing to assist the researcher The chosen books were then integrated into daily reading activities, fostering discussion and engagement among the students.
The activities were systematically performed, and each session had fixed parts and variable parts Each meeting lasted in 2 hours
Fixed parts included “check in” (10 minutes), daily reading (45 minutes) and "check out” (5 minutes) The total time lasted 1 hour a “Check in” (10 minutes)
All of participants deeply breathed and sat for two minutes in silence
After a brief two-minute period, the teacher instructed students to organize themselves based on specific criteria, such as age, alphabetical order of their first or last names, or the number of shoes they owned Following this activity, students engaged in a daily reading session lasting 45 minutes.
Fifty students were divided into 10 groups Each group needed to prepare a discussion about the book they chose at the first meeting of the book club
After researching the book, students shared their reading experiences with the club, collaborating to determine the most effective way to present their findings Their presentation will encompass essential details, including the book's title, the author's name, the publisher, and an overview of the story's characters, ensuring the audience receives valuable insights.
The book club meeting concluded with a "Check out" session, where the leader emphasized the slogan "Fostering your love of reading," prompting participants to echo the phrase During this interactive segment, students reflected on the advantages and disadvantages of the program, sharing their hopes for future sessions This collaborative exchange highlighted the importance of community engagement in promoting reading and learning.
The book club session included various engaging activities such as a book fair, storytelling, games, and bookmark designing, allowing both teachers and students to select suitable options for each meeting Each session lasted one hour, with these activities taking place after the daily reading and prior to the checkout phase.
The library hosted monthly book fairs that welcomed all community members to participate Attendees could enjoy refreshments while engaging in discussions about literature The events featured a variety of activities, including book presentations, introductions, and guest visits from literary experts.
Students learned the essential elements of storytelling, including background, characters, plot, problem, resolution, and ending They actively discussed these components, exploring the motivations and emotions behind the characters' actions and considering alternative solutions Additionally, some students were encouraged to evaluate the heroes and their decisions, fostering a critical perspective on the narrative.
Students engaged in socio-dramatic games that encouraged them to dramatize and create dialogues, immersing them in storytelling Through these games, they not only participated in the narratives but also crafted stories inspired by their experiences, ultimately leading them to write original tales based on the game's themes.
To enhance reading comprehension, students engaged in various activities, such as learning about the main characters and their intriguing backgrounds They also wrote reports on the books they read, designed bookmarks, and organized a "book market" exhibition to showcase their favorite titles.
Procedures of data collection
Data was collected at the beginning of the book club on October 23, 2018, and at its conclusion on April 2, 2019 This involved the MREQ and sections one and three of the program assessment questionnaire Additionally, part two of the program assessment questionnaire was administered to students at the end of the book club to evaluate the total number of books read during the ten meetings.
During the initial meeting of the book club, the researcher administered the MREQ along with parts 1 and 3 of the program assessment questionnaire to fifty students Before distributing the questionnaires, the researcher provided a brief introduction to the study and its procedures The participants took approximately 25 minutes to complete the questionnaires.
At the end of the book club, students completed the MREQ and two sections of the program assessment questionnaires They then proceeded to Part 2 of the program assessments, where they received a list of 10 books The number of books read by the students was tallied and compared to the expected minimum of two books.
After the students finished the questionnaires, the researcher gathered the data and utilized Excel to compute the mean and percentage scores by aggregating the responses in the designated columns.
The researcher aggregated data from various instruments to compare the initial and final club meetings, creating organized tables to facilitate a comprehensive analysis This collected data revealed insights into the effectiveness of the book club in enhancing student reading motivation.
Data analysis
The data gathered from student questionnaires were analyzed and synthesized to address the research question Responses from closed-ended questions were quantified and organized into numerical formats, primarily using tables Descriptive statistics were converted into percentages to facilitate easier comparison and interpretation of the findings.
In order to analyze differences between the students’ English reading motivation at the first meeting and the last meeting of book club, percentage and median frequencies were calculated
The analysis of student responses to open-ended questions in the questionnaire aimed to compare their reading preferences, as well as the quantity and quality of reading, before and after participating in the book club.
FINDINGS AND DISCUSSION
Findings
4.1.1 Result of reading motivation categories
The writer evaluated participants' responses by assigning scores based on the orientation of the statements For positively framed statements, scores ranged from 4 points for "a lot like me" to 1 point for "very different from me." Conversely, for negatively framed statements, the scoring was reversed, with 1 point for "a lot like me" and 4 points for "very different from me."
The results of the analysis of the questionnaire were presented henceforth in relation to the three categories of dimensions a Results in reading competence and reading efficacy beliefs
Table 1: Reading competence and reading efficacy beliefs in comparison
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
The initial category of dimensions, as detailed in the literature review, encompasses reading efficacy, which includes one item, alongside challenge, comprising five items, and work avoidance, consisting of four items These dimensions focus on reading competence and beliefs regarding reading efficacy.
Increases were reflected in all areas of reading motivation at the last meeting of book club as reflected by whole group data
In the reading efficacy dimension, participants showed a noticeable shift in their opinions regarding statement 12 between the initial and final book club meetings, with scores rising from 26.2% before the book club to 30% afterward, reflecting a 3.8% increase in the group's overall perception.
The second dimension in this category is challenge It included statements 4,8,9,10,12, and 13 The challenge score increased from 62.67 % to 75.00% after book club participation The details results were presented in figure 2
Figure 2: Mean score of dimension Challenge in comparison
The mean score for statement number 4 rose from 2.28 to 3.1, indicating a significant increase Likewise, the mean scores for statements 10, 12, and 13 also improved, with scores changing from 2.52 to 2.92, 2.2 to 2.86, and 2.24 to 3.26, respectively In contrast, the mean scores for statements 8 remained unchanged.
9 did not change in mean or change a small It meant most students thought that reading enables them to learn difficult things after they participated in book club activities
The third dimension was reading work avoidance with statements 37, 38,
47 These statements were negatively oriented The work avoidance score decreased from 65.30% to 45.60 % after book club participation
The details results were presented in figure 3
The first meetingThe last meeting
Figure 3: Results of work avoidance dimension in comparison
Because these statements were negatively oriented, the mean score decreased from 3.3 to 2.98 for statement 37 and from 2.8 to 2.54 for statement
38 The results meant that a large number of participants get fun from reading complicated stories after participated in book club b Results in reading achievement values and goals
This category encompasses the dimensions of intrinsic and extrinsic reading motivation Intrinsic motivation specifically includes six key dimensions: curiosity, involvement, competition, recognition, the importance of reading, and grades.
Table 2: Reading achievement values and goals in comparisons
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
The first meetingThe last meeting
The competition dimension was tested through statement 17, 18, 20, 21,
At the initial book club meeting, the mean scores of each statement ranged from 2.14 to 2.5, indicating a low level of understanding By the final meeting, these scores improved significantly, ranging from 2.92 to 3.38 This data reflects a positive progression for students, moving from well below target levels to achieving scores that exceed the target.
Figure 4: Results of Competition dimension in comparison
The curiosity dimension was evaluated using statements 1, 3, 7, 15, and 16 At the most recent book club meeting, the mean score rose from 64.9% to 68.2%, reflecting a 3.3% increase in subscale scores Detailed results are illustrated in Figure 5.
Figure 5: Results of Curiosity dimension in comparison
The first meeting The last meeting
The first meetingThe last meeting
Statements 1, 3, 7 showed equal results of the change since the mean score at the last book club meeting increased from 2.74 to 2.68 in three dimensions The statement 15 and 16 had similar results
The second dimension of intrinsic motivation for reading was reading involvement with five statements (statements 2, 5, 6, 11, and 14) The results displayed in figure 6
Figure 6: Results of Involvement dimension in comparison
Participation in the book club showed minimal change in responses to statements 11 and 14, indicating a consistent enjoyment of long stories and interesting topics However, there was a noticeable increase in the mean scores of statements 2, 5, and 6, which ranged from 2.24 to 2.64 during the first meeting, rising to between 3.1 and 3.4 by the last meeting.
The statements 19, 22, 26, 28, 29, 45 concerned recognition dimension The percentage of mean score of recognition increased from 69.08% to 76% after book club participation The details showed in the figure 7
Recognition plays a crucial role in motivating students to improve their English reading skills When teachers, friends, or peers acknowledge their efforts, students feel appreciated and are inspired to showcase their English abilities This positive reinforcement encourages them to engage more actively in reading, as they desire validation from others.
Me an sc or e statements
The first meetingThe last meeting
In response to the statement, "In comparison to other activities I do, it is very important to me to be a good reader," the average score for the importance of reading rose significantly from 2.48 (38.5%) to 3.28 (54%) This indicates that a majority of students now consider being a proficient reader to be more crucial than their other activities.
Figure 7: Results of Recognition dimension in comparison
The dimension related to extrinsic motivation for reading is grades It included four negatively oriented statements; statement 32, statement 34, and statement 35, statement 36 The mean score displayed in figure 8
Figure 8: Results of Grades dimension in comparison
In the context of item number 32, which emphasizes the importance of achieving a good grade in the English reading course, many students rated their motivation as a 3, indicating that it aligns with them to a certain extent They expressed that they exert more effort on English reading assignments when grades are at stake and eagerly anticipate their grades These findings suggest that participation in the book club positively influences students' motivation, highlighting the significance of grades in driving their academic efforts in English reading.
The study identified two key dimensions of the social aspects of reading: compliance and social sharing Compliance was evaluated through five specific statements, including statements 30, 31, 33, and 40 Notably, the compliance subscale score saw a significant increase of 17.2%, while the social sharing score rose by 10.75%.
Table 3: Results in social aspects in comparisons
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
The social sharing had five statements 41, 42, 43, 44 and 46 The mean score of this dimension displayed in figure 9
Figure 9: Results of Social sharing dimension in comparison
Social sharing The first meeting
At the last book club meeting, the mean score for statement 46 rose from 2.64 to 3.1, indicating that students recognized the importance of understanding their friends' discussions for enhancing their social lives In comparison, the scores for other statements at the first meeting ranged from 2.36 to 2.8, while at the final meeting, they increased to a range of 3.1 to 3.34.
The last 30, 31, 33 and 40 statements concerned compliance dimension The mean score displayed in figure 10
Figure 10: Results of Compliance dimension in comparison
The initial mean score for statement 33 was 2.64, indicating that many students believed they could meet their reading assignments as per the teacher's expectations during the first book club meeting However, this mean score decreased to 3.02 after students engaged in the book club In contrast, the mean scores for other statements within this dimension showed an increase following participation in the book club.
In conclusion, all participants completed the 47 questions in the reading survey, revealing that students in the book club demonstrated improvements across all areas of the Motivation for Reading Engagement Questionnaire (MREQ), indicating an overall increase in the group's motivation toward reading.
4.1.2 Results of the program assessment questionnaire
Discussion
This study aims to identify effective book club activities to boost reading motivation among 10th form students at VCVB High School The findings support previous research indicating that book clubs create an inclusive environment where all students, particularly quieter learners, can engage freely In smaller group settings, these students are more likely to participate in discussions and contribute to the overall learning experience (E A Vannelli, 2012; Ying Chen, 2011).
This research showed that students benefit from participation in a school book club in terms of reading motivation based on increases indicated across multiple measures
This research study employed the MREQ to assess students' reading motivation, comparing baseline data from the first and last book club meetings to evaluate the book club's impact The findings indicated an overall increase in students' general reading motivation Additionally, the dimensions of reading competence and reading efficacy revealed varying mean scores across three aspects: reading efficacy beliefs, challenge, and work avoidance The positive trend in results led the researcher to conclude that participation in a book club significantly enhances students' reading motivation.
Participation in book club activities significantly boosted students' motivation to read in English Initially, many students lacked awareness of their reading abilities and held low self-efficacy beliefs However, after joining the book club, their confidence improved, reflected in higher mean scores This indicates a positive shift in their belief regarding their reading capabilities for the upcoming year.
Following the book club, the five statements related to the curiosity dimension were in perfect harmony, as students exhibited high scores in curiosity driven by their desire to learn more about topics of interest Their enjoyment of reading English novels and stories contributed to their curiosity, as they were enthusiastic readers eager to explore new subjects and engage in discussions with friends from the book club This enthusiasm highlighted their commitment to learning as much as possible about the English language.
Students exhibited a strong level of extrinsic motivation for reading, particularly after participating in daily book club activities This extrinsic motivation, closely tied to classroom environments, was largely influenced by the desire for good grades Many students felt that grades were an effective way to gauge their reading progress and enhance their overall academic performance, eagerly anticipating their reading grades The supportive social and cultural context of the book club provided students with external incentives to read, allowing them to engage more deeply without solely depending on traditional classroom settings.
In the book club, students demonstrate intrinsic motivation for reading, recognizing its significance in their academic journey They prioritize becoming proficient readers, understanding that this skill is essential for their success in learning English as a compulsory language Their awareness of reading's vital role in mastering a foreign language underscores its importance among their various activities.
In the light of the results related to challenge after book club participation, one could state that participants undertake challenging reading activities and deal with difficult materials
Reading is beneficial for understanding complex topics, and many individuals enjoy engaging with thought-provoking questions However, a significant portion of respondents expressed reluctance or uncertainty about their preference for challenging texts, despite over half indicating that they do appreciate them.
This study highlights the advantages of a school book club in enriching students' reading experiences outside the regular school hours By leveraging expertise in reading, the researcher created an engaging book club that resonated with students and provided them with reading role models The informal, participatory, and conversation-focused format of the book club allowed students to meaningfully interact with their peers through shared reading activities.
Program assessment questionnaires indicated that students participating in the book club showed a notable improvement in reading quality and quantity, as well as a preference for reading over other leisure activities, when comparing the first and last meetings These results align with earlier research conducted by Guthrie and Humenick.
M (2004) in their research about motivating students to read
Participants in the VCVB book club demonstrated a notable enhancement in both the quality and quantity of their reading, showing a preference for reading books over other leisure activities when compared to their initial experiences at the first book club meeting.
The program assessment results highlighted that engaging reading activities significantly enhanced reading quantity and quality, as well as fostered a preference for books over other activities, all of which indicated a boost in reading motivation.
To enhance reading skills and knowledge, students must engage in substantial reading, as it not only boosts the volume of input but also contributes to overall reading quality.
Teachers can enhance student engagement by tailoring tasks to align with their needs and values This study suggests that a structured, step-by-step approach not only clarifies progress for students but also motivates them to read more effectively.
Book club activities significantly enhanced students' storytelling skills by allowing them to retell narratives and analyze main characters These engaging experiences not only deepened their understanding of English literature but also fostered a sense of success and enjoyment in reading.
The use of rubrics not only provides valuable feedback to students but also acts as 'instructional illuminators,' aiding in instructional planning and course design improvement (Popham, 1997; Petcov and Petcova, 2006) Notably, the average scores across all rubric elements have shown a gradual increase, indicating that students are engaged and motivated to participate in the book club.