Aims of the study
The study is aimed at:
- Identifying students’ motivation in learning reading skill at Vinh Bao high school;
- Identifying students’ interests in the reading topics;
- Studying the influence of the reading topics on students’ motivation to learn reading skill.
Research questions
The study was carried out in order to find out answers to the following research questions:
1 What is students’ attitude towards learning reading skill?
2 What types of motivation do they have in learning reading?
3 How interesting do the students find the current reading topics?
4 What is the influence of the reading topics on students’ motivation to read?
Scope of the study
This article examines the attitudes of 11th-grade students at Vinh Bao High School towards reading skills, exploring their motivations and preferences regarding current reading topics Understanding students' interests in reading materials is essential for teachers to effectively engage and motivate them in developing their reading skills.
Significance of the study
The study highlights the influence of reading topics on the motivation
The study highlights the critical importance of reading topics in enhancing student motivation for learning reading skills, providing valuable insights for English teachers By understanding these findings, educators can better engage and inspire their students in the reading process.
Methods of the study
The study's theoretical framework is grounded in an analysis of relevant theories related to motivation and reading Data for the research is collected through survey questionnaires.
The theoretical foundation of this study is built upon a comprehensive analysis and synthesis of various reference materials related to motivation and reading, taking into account the specific teaching and learning contexts of both teachers and students.
Secondly, interviews and questionnaires are carried out with teachers and students of English to gather the most reliable data for the thesis.
Design of the study
The study is organized in three parts:
This article begins with an introduction that outlines the rationale behind the study, detailing its aims and research questions It defines the scope and significance of the research while also describing the methods and design employed in the study.
Part B: Development consists of three chapters:
Chapter 1: The literature review establishes the theoretical framework for the study by introducing key concepts and discussing critical issues related to motivation, the nature of reading, and the role of motivation in reading comprehension It also explores various factors that influence motivation in the context of learning to read.
Chapter 2: Methodology presents the methods used in the study including research methods, research setting , participants of the study, data collection instruments, data collection and data analysis procedure
Chapter 3: Data analysis and major findings shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview
Part C: Conclusion presents the conclusions, implications, limitations and the suggestions for further study.
LITERATURE REVIEW
Overview of motivation
Motivation is widely recognized as the driving force behind human actions, with various researchers offering definitions that emphasize its role in goal-oriented behavior Kleinginna (1981) describes motivation as a desire that energizes and directs actions, while Brown (2000) highlights it as an internal drive that compels individuals to pursue their objectives Similarly, Dornyei (2001) explains that motivation not only clarifies why individuals choose to engage in specific activities but also influences the intensity and duration of their efforts.
Scholars define motivation in various ways, yet they converge on the idea that it encompasses both external and internal influences.
Motivation can be categorized into several distinct types, including integrative and instrumental motivation, intrinsic and extrinsic motivation, as well as global, situational, and task motivation Additionally, resultative motivation plays a significant role in understanding how different factors influence an individual's drive to achieve goals.
In 1972, Gardner and Lambert divided the motivation to learn a language into two types: integrative motivation and instrumental motivation
Integrative motivation emphasizes a genuine and personal interest in the people and culture of another group It reflects the desire to connect with and immerse oneself in the culture of the target language.
Instrumental motivation stresses “the practical value and advantages of learning a new language” Instrumental motivation is the wish to learn the language for purposes of study or career promotion
Moore, K.D., (1992) separates motivation into two main categories: extrinsic motivation and intrinsic motivation
Intrinsic motivation is the drive to engage in activities for their inherent satisfaction, without the need for external rewards or punishments (Wlodkowski, 1995) It encompasses the internal attributes that learners bring to the educational environment, including their attitudes, values, needs, and personality factors (Moore, 1992).
Extrinsic motivation refers to the drive to participate in an activity as a means to achieve a specific outcome (Paul, 2002) According to Moore (1992), this type of motivation stems from external factors that influence an individual's behavior, highlighting the role of the environment in shaping students' actions.
Intrinsic motivation drives students to learn for the joy of knowledge itself, finding satisfaction in the process of studying and discovering new ideas In contrast, extrinsic motivation compels students to study primarily for external rewards, such as praise from teachers and peers, good grades, or other forms of reinforcement Understanding these differences in motivation can help educators tailor their approaches to better engage students.
Intrinsic and extrinsic interact with each other and play an important role in classroom motivation Therefore, these two kinds of motivation seems to be more useful for teachers
1.1.2.3 Global, situational and task motivation
Brown (1990) identified three types of motivation:
Global motivation: the overall orientation of the learner towards the learning of the foreign language
Situational motivation: it has to do with the context learning (classroom, total environment)
Task motivation: the way the learner approaches the specific task in hand
Motivation can significantly influence learning outcomes, as highlighted by Ellis (1997), who emphasized the interactive relationship between motivation and achievement High levels of motivation not only enhance the learning process but also foster perceived success in achieving language learning goals, which can sustain and even generate new forms of motivation Conversely, a detrimental cycle can emerge where low motivation leads to poor achievement, further diminishing motivation levels.
1.1.3 Motivation in second language learning
Motivation plays a crucial role in achieving success in learning a foreign or second language, serving as both a driving force and a result of that success According to Brown (1994), learners who possess adequate motivation are more likely to succeed Rebeccal and Jill Sheorin (1996) emphasize that motivation significantly impacts students' use of language learning strategies, their interactions with native speakers, the amount of language input they receive, their performance on achievement tests, their overall proficiency, and their ability to retain language skills after formal study ends.
Therefore, teachers should pay attention to developing both intrinsic and extrinsic motivation for their students in learning.
Overview of reading
The teacher's understanding of reading significantly impacts their instructional approach in the classroom, making it essential for reading educators to closely examine and comprehend various definitions of reading.
Defining reading is complex, as various interpretations exist, each reflecting unique perspectives Robinson and Good (1987) describe reading as an understanding between the author and reader, emphasizing that it transcends merely pronouncing words or grasping the author's intent Instead, reading is a dynamic process where the printed page evokes individual ideas, experiences, and responses Ultimately, reading can be viewed as a personal engagement with text, centered on the construction of meaning from written materials.
Petty and Salzer (1989: 323) held a similar point of view, that is,
Reading is the process of identifying and recognizing printed symbols, which trigger the recall of meanings developed from past experiences It also facilitates the creation of new meanings by allowing the reader to engage with relevant concepts they already know The meanings derived from reading are then organized into thought processes, guided by the reader's specific purposes.
Both of the above definitions indicate that reading is not only an interaction between the reader and the author but also between the reader and the text
While it's acknowledged that no single definition can encompass all perspectives on reading, for the purposes of teaching and learning reading skills, a specific definition should be highlighted.
Reading involves both comprehension and interpretation, as highlighted by Ur (1996), who emphasizes that simply decoding words without understanding their meaning does not constitute true reading A foreign language learner may be able to pronounce words but still lack comprehension, indicating that effective reading requires more than just recognizing symbols It is essential for readers to engage actively with the text, focusing on extracting relevant information rather than understanding every single word.
Although there are different ways to classify reading, the most popular one is to base on manners and purposes of reading (or reasons for reading)
1.2.2.1 According to manners of reading
Based on manners of reading, reading can be divided into reading aloud and silent reading
Reading aloud is a multifaceted process that goes beyond mere comprehension; it involves interpreting a text and effectively communicating its content to others (Doff, 1995) This practice is particularly beneficial in the early stages of reading, as it aids students in recognizing letters and words while establishing a crucial link between sound and spelling.
Doff (1995) argues that reading aloud is not an effective technique for text comprehension, as it does not reflect natural reading habits This method engages only one student at a time, leaving others either disengaged or exposed to poor pronunciation models Consequently, the focus shifts to pronunciation rather than understanding the content, and students often struggle with the pace of reading, especially in a foreign language As a result, reading aloud can consume valuable classroom time without enhancing overall comprehension.
To maximize the effectiveness of reading aloud in the classroom, it is essential for teachers to position this activity as the concluding element of a reading lesson This approach underscores the importance of thorough preparation and diverse instructional strategies, which serve to motivate and engage students in their learning journey.
Silent reading is a natural and common activity for students, both in the classroom and in everyday life Unlike reading aloud, which is less frequent, silent reading allows individuals to engage with text independently, as the expectation is that it will be read rather than heard (Abbott and Wingard, 1985) According to Doff (1995), this process involves comprehending the messages within sentences, effectively "making sense" of the written material Readers actively utilize their knowledge of the world and language to extract relevant information and connect it to real-life contexts Furthermore, silent reading enables students to set their own pace and revisit sections of text for better understanding.
1.2.2.2 According to purposes of reading
According to most methodologists, reading is categorized into four types: skimming, scanning, extensive reading and intensive reading
Skimming is the rapid reading of a text to grasp its main ideas, helping determine its relevance to our work or keeping us informed about less important topics (Nuttall, 1989) Essentially, it allows readers to quickly understand the gist of the material without focusing on details As a valuable skill in reading education, skimming can be effectively utilized at the beginning of a reading lesson, enabling students to gain an overview of the content they are about to explore.
Scanning is an essential reading technique for efficient information retrieval According to Nuttall (1989: 34), scanning involves quickly glancing through a text to locate specific information or to assess its suitability for a particular purpose Unlike skimming, which provides a general overview, scanning focuses on rapidly identifying a specific item of interest This method is particularly beneficial for selective reading, allowing readers to hone in on relevant details effectively.
Extensive reading, often referred to as "reading for fluency," involves students engaging with long texts to enhance their overall understanding and reading fluency, as well as to relax Typically conducted individually outside the classroom, this practice encourages students to improve their knowledge of the world and the target language while fostering both fluency and enjoyment in reading.
Intensive reading, unlike extensive reading, focuses on achieving a deep and comprehensive understanding of a text According to Nuttall (1989), this approach requires close guidance from a teacher or a specific task that compels students to engage deeply with the material The primary goal of intensive reading is to grasp not only the meaning of the text but also the methods through which that meaning is conveyed Understanding the "how" is equally important as understanding the "what," as intensive reading lessons are designed to equip students with effective reading strategies Therefore, incorporating intensive reading as a fundamental activity in the reading classroom is essential.
In conclusion, various reading strategies are interconnected and can be utilized interchangeably or together when engaging with a text Educators should diversify their reading approaches to maximize the benefits of each type of reading Additionally, to enhance the effectiveness of reading instruction, teachers must choose activities that effectively promote reading skills.
1.2.3 Reading in foreign language learning
In reality, the ability to read is very important to personal development, academic studies, professional success, etc Therefore, it is agreed that
1 Where there is little reading, there will be little language learning It will be true for a few years yet that the student who wants to learn English will have to read himself into knowledge of it unless he can move into an English environment He must substitute imaginary for actual experience;
Motivation in learning reading
1.3.1 The importance of motivation in learning reading
Reading motivation is essential for the second language reading process, as it significantly impacts students' academic success Frequent reading is vital during school years, enabling students to acquire essential knowledge effectively.
Reading motivation is the intrinsic desire to engage with texts beyond mandatory requirements, driven by curiosity, knowledge, and personal interest Research indicates that fostering lifelong readers requires not only proficient reading skills but also a strong internal motivation The quality of reading outcomes is closely linked to this motivation, with studies revealing that poor readers often lack the drive to improve their reading abilities Consequently, motivating learners is a crucial responsibility for reading educators (Girard, 1977:20).
1.3.2 Common factors affecting students’ motivation in learning reading skill
The most important factor affecting motivation in learning reading is the students
Students' attitudes toward reading significantly influence their motivation to engage with texts According to Aebersold and Field (1997), increased interest leads to greater persistence in reading Conversely, a lack of interest can turn reading into a burdensome task, potentially hindering the reading process altogether Typically, individuals gravitate toward reading materials that genuinely interest them, such as books, magazines, and advertisements Therefore, it is evident that the level of interest plays a crucial role in enhancing reading motivation.
Students' background knowledge significantly influences their motivation to read A lack of this knowledge can lead to difficulties in understanding the text, hindering language comprehension altogether As a result, students may lose interest in reading and become disengaged from the activity entirely.
Students' success plays a crucial role in enhancing their motivation to learn reading When individuals excel at a task, they tend to enjoy it more, leading to increased effort and a greater likelihood of engaging in the activity again.
If students put in more effort, they will get better results and so this sustains their motivation
The other important factor is the teachers Ericksen (1978: 3) wrote that
“Effective learning in the classroom depend on the teacher’s ability…to maintain the interest that brought students to the course in the first place.”
Teachers should utilize effective teaching techniques to enhance students' reading competence during lessons By engaging students with appropriate methods, they can facilitate better understanding of reading texts, which in turn increases motivation to read Additionally, the activities and tasks designed by teachers play a crucial role in fostering students' motivation to develop their reading skills.
The personality and attitude of teachers significantly influence student motivation and progress Research indicates that teachers who exhibit warmth, sensitivity, enthusiasm, and humor are more likely to succeed in their teaching endeavors Such enthusiastic educators, who maintain a positive outlook towards both their subject and their students, are effective in fostering student interest in reading.
The teacher's approach to assessing and evaluating student progress plays a crucial role in their motivation to learn Instead of comparing students to one another, educators should foster a supportive environment that encourages individual effort By focusing on personal progress, teachers can help students build self-confidence and enhance their motivation.
Engaging reading materials significantly enhance student motivation by offering appropriate levels of challenge and relevant topics When students encounter interesting and relatable content, they are more likely to develop a passion for reading and explore more texts.
Firstly, reading materials should have suitable topics and contents, this means, the texts should interest the students Nuttal (1982:70) points out that
Texts that engage students by presenting new and relevant ideas are essential for effective learning When students encounter topics that lack interest or relevance to their experiences, they may disengage, struggling to grasp the text's meaning Ultimately, reading comprehension improves significantly when students find enjoyment in their reading materials.
The vocabulary and grammatical structures of reading materials significantly influence student motivation When students face an overwhelming number of new words and complex sentence structures, they may become fatigued and disengaged Therefore, it is crucial that the vocabulary used in reading texts is appropriate for their level, and that the grammatical complexity is manageable Additionally, the content should relate to the students' background knowledge to ensure it remains within their imaginative grasp.
Therefore, it is a challenge for the teacher to select or exploit the texts in the ways that improves students’ interests and motivation in reading
This chapter provides a theoretical overview of motivation and reading skills, exploring key concepts, types of motivation, and their significance in second language acquisition It also defines reading skills and examines their various types and roles, particularly focusing on factors that influence students' motivation in developing reading comprehension The next chapter will outline the methodology in detail.
METHODOLOGY
Research methods
In this study, the researcher utilized questionnaires for data collection due to their ability to provide quantitative data and allow informants to express their attitudes However, the method has limitations, such as the potential for simplistic responses and unreliable, motivated participants To address these issues, interviews were conducted, resulting in more uniform and accurate data.
Research setting
2.2.1 The setting of the study
A study conducted at Vinh Bao High School in Hai Phong highlights the significance of English as a compulsory subject for nearly 20 years Students at this institution engage in at least four years of English learning during their secondary education, followed by three additional years in high school before the general education exam at the end of grade 12 Despite the school's focus on English, students in Vinh Bao district have limited opportunities to practice the language outside of their textbooks and classroom settings.
At Vinh Bao High School, English language instruction adheres to the Ministry of Education and Training's new curriculum established in 2006 Students engage with a comprehensive set of core textbooks, including Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12, which collectively comprise 315 class periods, each lasting 45 minutes.
It means that students have 3 classes of English per week, equivalents with
Reading skills are developed over 16 periods in a school year, where students engage with 16 diverse texts across six themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places This curriculum focuses on enhancing essential reading strategies, including skimming for the main idea, scanning for specific details, drawing conclusions, making inferences, and writing summaries.
Vinh Bao High School boasts an English department comprised of 11 dedicated teachers, ranging from those with over 25 years of experience to newer educators with more than three years in the field Each teacher is enthusiastic and committed to enhancing their teaching methods, ensuring high-quality education for their students.
2.2.2 Reading section in TIENG ANH 10, 11 textbooks
The TIENG ANH 10 and 11 textbooks begin each unit with a reading section designed to enhance students' reading skills and familiarize them with the topic, ultimately improving their speaking, listening, and writing abilities in subsequent lessons Each reading passage, ranging from 240 to 270 words, is accompanied by colorful images to engage students' interest The reading lesson is structured into three stages: "before you read," which introduces new vocabulary and sets the context; "while you read," featuring tasks that focus on identifying main ideas and details; and "after you read," aimed at reinforcing comprehension of the text.
“After you read” focuses on consolidating students’ comprehension by such activities as summarizing, retelling the reading passage.
Participants of the study
The study was carried out with the participation of 82 students of grade
At Vinh Bao High School, 82 students aged 17-18 participated in a study, with 68.3% being female and 31.7% male These students have studied English for a minimum of four years in secondary school and two additional years at Vinh Bao High School Residing in a rural area, they have limited opportunities to engage with the English language beyond their textbooks.
Ten English teachers from Vinh Bao High School participated in this study by completing survey questionnaires and interviews The group consists of two male teachers and eight female teachers, all of whom have several years of experience teaching English at the school.
Data collection instruments
To obtain the information for the study, the researcher used two instruments: questionnaires for the teachers and questionnaires for the students
2.4.1 Instrument one: Questionnaire for the teachers
The survey questionnaire for the teachers included three parts:
The first part was designed to gather personal information about the teachers (their gender, age, teaching experience)
The second part of the study included six questions aimed at gathering teachers' perspectives on the significance of reading for their students It explored the challenges teachers face in teaching reading, the impact of reading materials and topics on student motivation, their views on the reading topics presented in the textbook, and their suggestions for additional topics.
The last part was about the teachers' suggestions to improve the textbook
2.4.2 Instrument two: Questionnaire for the students
Two main parts were focused in the questionnaires
The first part was to get the students’ personal information which included their gender, age, duration of learning English
The second part of the study aimed to gather students' opinions on the reading subject, focusing on their attitudes towards reading English through the first three questions Questions 4 and 5 explored how reading materials and topics influenced their motivation to learn reading skills Questions 6 and 7 assessed their perspectives on the current reading topics in the textbook, while question 8 sought their suggestions for additional topics of interest not currently included in the course materials.
The interview aimed to gather students' insights on the significance of learning English reading, exploring their motivations for developing reading skills, and assessing how reading topics influence their enthusiasm for reading Participants were encouraged to respond to questions with the researcher's guidance to ensure clarity Each interview lasted approximately 10 minutes, and informal discussions also took place between the researcher and both teachers and students during breaks in English lessons.
Data collection procedures
The data of the study were collected mainly through reference books and relevant theories about motivation and reading, and survey questionnaires
First, all collected relevant theories about motivation and reading were studied, consolidated and categorized then organized suitably in parts
Second, the survey to the teachers was delivered to ten of English at Vinh Bao high school, and they had one day to complete it
With the approval of the Headmaster and English teachers at Vinh Bao High School, the researcher personally engaged with 82 students from two 11th-grade classes to explain the survey's purpose and distribute the questionnaires The students were instructed to complete the questionnaires within a 30-minute timeframe.
Finally, data for further analysis of the role of reading topics in the students’ motivation to read were collected via interviewing both the aforementioned teachers and students.
Data analysis procedures
Data gathered from various sources underwent inspection, cleaning, transformation, and modeling to extract valuable insights, draw conclusions, and aid in decision-making The researcher will independently generate and analyze the data to ensure consistency and eliminate biases, presenting the findings through charts and tables Additionally, analytical categories were established to quantify responses from open-ended questionnaire items.
This chapter outlines the study's methodology, serving as a framework for the researcher during the implementation phase The following chapter will provide a detailed analysis of the data and present the findings.
DATA ANALYSIS AND FINDINGS
Students’ attitude towards reading skill
Figure 1: Students’ attitude towards the importance of learning English reading
A significant 51.2% of students acknowledged that reading English is crucial for their language learning, while 45.1% considered it important, and only 3.7% underestimated its value This data indicates a predominantly positive attitude towards reading among students As one of the four essential language skills, reading stands out as particularly vital, providing students with valuable information, language expressions, and structures.
Students emphasized the significance of reading in enhancing their language skills, noting that it greatly contributes to their understanding of the world and provides insights into English traditions and customs.
However, the results of question 3 in the questionnaire revealed that the students’ interest in learning reading skill is very different
Only 5 out of 82 students (about 6.1%) in the survey said that they were very interested in reading skill and 6 students (about 7.3%) thought reading was interesting, while 22 students (about 26.8%) felt bored or really bored when learning reading skill and the rest (49 students about 59.8%) claimed that their feelings about reading was so-so The students’ interest in learning reading skill is briefly summarized in figure 2
Very boring Boring So-so Interesting Very interesting
Figure 2: Students’ interest in learning reading skill
Reason for their negative attitudes towards the curent reading lesons might be reading topics.
Types of students’ motivation in learning reading
The second question in part two of the questionnaire for students was to present the reasons for learning reading skill The results are displayed in table 1
Reasons for learning Number of students
The survey results indicate that a significant 68.3% of respondents believe that improving English skills is essential for better qualifications and future job opportunities Additionally, 40.2% expressed a keen interest in English people and culture, while 18.3% noted that reading skills surpass those of other language skills Compulsory reading as a subject was acknowledged by 15.8% of participants, and 14.6% cited passing exams as a motivation for learning English.
Table 1: Students’ reasons for learning reading skill
A significant 68.3% of students identified that the primary motivation for improving their reading skills is to fulfill future job requirements Successfully enhancing their reading abilities can boost students' motivation to learn English, making the language increasingly valuable for them Furthermore, reading is likely to be the most utilized skill by Vietnamese students after they graduate from university.
At the same time, 68.3% of the subjects claimed that to be better qualified was their main reason for studying reading skill
Approximately 40.2% of surveyed students expressed an interest in English people and culture while learning to read in English, ranking third in their preferences Many of these students reside in rural areas, limiting their opportunities to visit Britain or interact with British individuals Consequently, reading serves as an effective way for them to broaden their understanding of the English language and the diverse world around them.
A significant 18.3% of students demonstrated resultative motivation, indicating that they prioritized achieving better reading results over other skills This suggests that improved performance in reading could enhance overall motivation among learners.
Meanwhile, only 15.8% students thought that they learnt English
The lowest percentage (12.1%) of the students with the short-term goal for reading thought that their reason for learning was to pass the exams
In conclusion, students at Vinh Bao High School are motivated to learn reading for several key reasons: to enhance their future career prospects, to gain a deeper understanding of English-speaking cultures, and to improve their overall qualifications This indicates that their motivation for developing reading comprehension skills is primarily driven by both integrative and instrumental factors.
3.3 The students’ attitudes towards the current reading topics and their preferences for reading topics
Students’ opinions Numbers of students
Table 2: Students’ opinions on the current reading topics
The survey results indicated that 42 students (51.2%) perceived the reading topics as varied, while 35 students (42.7%) found them interesting Additionally, 31 students (37.8%) described the topics as boring, and only 5 students (6.1%) considered them unfamiliar Overall, these findings suggest that a majority of students are satisfied with the current reading topics.
Number of students/ total 82 Dislike Like Much like
A day in the life of … 22 57 3
The story in my village 29 46 7
Table 3: Students’ preferences for the current reading topics in English 10 textbook
Number of students/ total 82 Dislike Like Much like
The wonders of the world 9 45 28
Table 4: Students’ preferences for the current reading topics in English 11
The analysis of student interests revealed a clear preference for certain topics in the English curriculum Among the twenty-nine subjects, "Music" and "Films and Cinema" from the English 10 textbook, along with "The Wonders of the World," "Hobbies," "Friendship," and "A Party" from the English 11 textbook, garnered the most engagement from students Conversely, topics such as "Technology and You," "Conservation," "Historic Places," "The Post Office," "World Population," and "Competitions" attracted significantly less interest This trend may be attributed to the more relaxing nature of the favored topics or their relevance to students' personal experiences Nonetheless, it is evident that all topics presented are suitable for the curriculum.
Students expressed interest in topics like new inventions, travel, holidays, cross cultures, teenage love, school violence, and transportation, highlighting their motivation to expand their linguistic and social knowledge However, their preferences reflect desires rather than essential needs Consequently, it is crucial for reading teachers to enhance students' awareness of the importance of developing reading skills, which are vital for their ongoing education and future careers.
A majority of students express satisfaction with the reading topics in their textbook; however, many desire a wider range of engaging and up-to-date subjects While some topics are intriguing, the information is often outdated, and conversely, new information may involve unfamiliar themes This lack of relevance diminishes students' motivation to read Therefore, educators should choose supplementary texts that align with the current syllabus, enhancing students' interest and motivation in the subject matter.
The influence of reading topics on students’ motivation to read
Teachers and students provided valuable insights into how reading topics impact students' motivation to develop reading skills The findings, derived from survey questionnaires and interviews, reveal a strong correlation between engaging reading materials and heightened student interest in reading Both educators and learners emphasized that relevant and stimulating topics significantly enhance motivation, leading to improved reading proficiency and a more positive learning experience.
Figure 3: Students’ attitudes towards the role of reading topics to their motivation for learning reading skill
According to the survey results illustrated in Figure 3, 57.3% of students believe that the choice of reading topics significantly enhances their motivation to learn, while an additional 24.4% consider it to be very important.
Important Very important number of students who did not acknowledge the importance of the reading topics to their motivation to read is 18.3%
According to the result of figure 4, 100% of the surveyed teachers found the role of reading topics to motivate their students in learning reading important
Figure 4: Teacher’s attitudes towards the role of reading topics to motivate their students in learning reading skill
Reading topics play a crucial role in influencing students' motivation to engage with texts When subjects are interesting and relevant to learners, they are more likely to be motivated to read Survey results indicate that both students and teachers recognize the significance of reading topics in enhancing motivation for reading.
Reading lessons often lack excitement, leading some students to feel disengaged or even fall asleep When the text's topic is uninteresting or irrelevant to their experiences, students may find the lessons boring and struggle to comprehend the material This disconnect arises from their background knowledge and interests, ultimately diminishing their motivation to read.
Many students show a keen interest in specific reading topics like "Music," "Hobbies," and "The Wonders of the World," creating an exciting classroom atmosphere This engagement enhances their participation in reading lessons, facilitating better English learning Some students even liken these lessons to playing a game, making the vocabulary and content easier to grasp Consequently, this leads to more effective reading tasks and improved comprehension.
Students presented various perspectives on how reading topics influence their motivation and learning outcomes It is evident that different reading subjects significantly affect students' motivation to read and their overall reading skill development.
Students expressed interest in various topics that could enhance their linguistic and social knowledge, including new inventions and discoveries, travel, holidays and festivals, cross-cultural experiences, love and adolescence, school violence, and transportation.
While over half of the students expressed satisfaction with the reading topics in their textbook, many still desired a broader range of engaging and up-to-date subjects Some topics were intriguing but contained outdated information, whereas others featured new information but were unfamiliar to the students This disconnect hampers their motivation to read Therefore, teachers should choose supplementary texts that align with the current syllabus themes, enhancing student motivation and interest in the subject matter.
This chapter provides a comprehensive data analysis aimed at answering the research questions, utilizing information gathered from surveys and interviews conducted with both teachers and students.
This chapter explores students' attitudes toward reading skills, the various types of motivation that drive them to learn reading, their perspectives on current reading topics, and how these topics influence their motivation to read.
In this part, conclusions, implications, limitations and suggestions for further study will be presented.
Conclusions
This study investigates the impact of reading topics on student motivation at Vinh Bao High School, beginning with a literature review that explores various theories of motivation and reading This foundational chapter introduces key concepts and discusses factors influencing motivation in reading Chapter 2 outlines the research methods, including the study's setting, participants, data collection instruments, and analysis procedures Finally, Chapter 3 presents detailed results and a thorough analysis of the survey data collected, highlighting the findings of the research.
The major findings of the study are summarized as below:
Most students recognize the significance of reading in enhancing their English learning experience; however, their interests in developing reading skills vary widely.
Many students are motivated to improve their English reading skills primarily to enhance their job prospects and qualifications Additionally, they seek to expand their global knowledge Only a minority of students indicated that their motivation stemmed from the need to pass school exams Thus, it is evident that the predominant motivations for learning reading comprehension skills among students are integrative and instrumental.
The survey and interviews revealed that both students and teachers recognize the significant impact of reading topics on student motivation Engaging and relatable reading materials enhance students' enthusiasm for reading, while less appealing topics can diminish their interest Participants agreed that the reading topics in the English 10 and 11 textbooks are generally suitable, but they also recommended incorporating more contemporary themes to further engage learners.
Implications
The findings of the study implicate that:
In reading comprehension, students typically exhibit two main types of motivation: instrumental and integrative Instrumental motivation drives students to seek future employment and enhance their qualifications, while integrative motivation fosters a desire to learn about diverse cultures and peoples The interplay of these motivations significantly supports second language acquisition Consequently, teachers should tailor their reading lessons to effectively address the varying motivations of their students.
Students' motivation in reading comprehension is significantly influenced by their choice of reading topics Research indicates that students prefer reading for enjoyment rather than for academic reasons, as demonstrated by their favored subjects, which include hobbies, music, films, and cinema.
To enhance students' learning and career prospects, reading topics should be regularly updated to include relevant subjects such as History, World Politics, and Civil Rights, which are often overlooked Engaging reading materials can not only improve language skills but also enrich students' understanding of the culture and customs of English-speaking countries Additionally, teachers must emphasize the importance of developing reading skills for future academic success rather than mere entertainment By incorporating various aspects of reading topics and utilizing games, visual aids, and discussions before and after reading, educators can effectively capture students' interest and foster a deeper engagement with reading lessons.
Limitations and suggestions for further studies
This study acknowledges certain limitations due to the author's time and expertise, as it does not encompass various factors influencing students' motivation in reading, including reading materials, techniques, and students' interests Addressing these issues is essential for developing effective strategies to enhance the quality of English language learning at the studied school.
Topics for further studies could be:
1 The influence of reading materials on students’ motivation to read
2 The important role of textbook in motivating students
3 The relationship between motivation and learning English results
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SURVEY QUESTIONNAIRE FOR THE STUDENTS
This survey aims to investigate how different reading topics impact students' motivation to read at Vinh Bao High School in Hai Phong Your participation in this survey is greatly valued, and all responses will be used solely for research purposes We encourage you to answer the questions as truthfully as possible.
* The questionnaire is in two parts, please put a tick (v) in the appropriate boxes or give short answers in the provided spaces
* How long have you been learning English? ……… year (s)
II Your opinions on learning reading
1 How do you find the role of reading English to your learning English?
2 Why do you learn reading skill?
□ a Results in reading are better than those in other skills
□ b Interest in English people and culture
3 What do you think about the current reading lessons?
4 How do you find the role of reading materials to your motivation for learning reading skill?
5 How do you find the role of reading topics to your motivation for learning reading skill?
6 What do you think about the current reading topics?
7 The following topics are included in the reading syllabus of English 10, 11? How do you like reading about them?
A day in the life of …
The story in my village
The wonders of the world
8 Would you suggest other topics (currently not available in the course books) which are of your interest?
This survey aims to investigate how different reading topics affect students' motivation to read at Vinh Bao High School in Hai Phong Your participation in this survey is greatly valued, and all responses will be used solely for research purposes We kindly ask you to answer the questions truthfully to ensure the accuracy of the study.
Thank you very much for your cooperation!
* The questionnaire is in three parts, please put a tick (v) in the appropriate boxes or give short answers in the provided spaces
* The “reading” used in this questionnaire means “reading in English in EFL classroom”
* How long have you been teaching English? ……… year (s)
* How long have you been teaching reading in English?……… year (s)
II Your opinions on teaching reading
1 What do you think of the importance of reading to your students (you can tick as many as appropriate)?
a Reading helps students to broaden their knowledge of the world
b Reading helps students to improve other language skills, vocabulary as well as language linguistic knowledge
c Reading can bring the pleasure/ enjoyment to the students
d All the above mentioned opinions
2 What are your problems in teaching reading (you can tick as many as appropriate)?
a The lack of appropriate and interesting reading materials
b The lack of students’ motivation
c The difficulty in designing appropriate and interesting activities
3 How do you find the role of reading materials to motivate your students in learning reading skill?
4 How do you find the role of reading topics to motivate your students in learning reading skill?
5 What do you think about the reading topics in English 10 + 11 textbook?
Teachers’ opinions on reading topics
Very bad Bad Ok Good Very good
No % No % No % No % No %
6 Would you suggest other topics (currently not available in the course books) which are necessary to motivate learners to read?
(Food, Holidays and Festivals, History, New inventions and discoveries,
World politics, Transport, Travelling, … or others)
III Your opinions on the textbook
7 What do you think we should do to improve the textbook? (You can tick as many as appropriate)
a Provide with more updated and interesting topics
b Adapt more readings at the appropriate level of challenging
c Add more various kinds of activities and exercises
d Illustrate it with more beautiful pictures
e Reduce or simplify some tasks