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 the types of motivation they possess and their perspectives on current reading topics Understanding students' preferences in reading material is crucial for teachers, as it can significantly influence students' motivation to enhance their reading skills.
Significance of the study
The study highlights the influence of reading topics on the motivation in learning reading skills
The study's findings highlight the crucial role that reading topics play in enhancing students' motivation to learn reading English teachers can utilize this information to better engage their students and foster a greater interest in developing reading skills.
Methods of the study
The study is grounded in a theoretical framework that draws on key theories related to motivation and reading It employs survey questionnaires to gather data, providing a comprehensive analysis of the subject matter.
The theoretical foundation of this article is built upon a comprehensive analysis and synthesis of various reference materials related to motivation and reading, with a focus on the 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, defines its aims, and presents the key research questions It also delineates the scope and significance of the research, alongside the methods and design employed in the study.
Part B: Development consists of three chapters:
Chapter 1: The literature review establishes the theoretical foundation for the study, emphasizing key concepts and discussions surrounding motivation, the nature of reading, and the role of motivation in learning to read It also explores various factors that influence motivation in the reading learning process.
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 by researchers as the driving force behind human actions Kleinginna (1981) defines it as a desire that energizes and directs goal-oriented behavior, while Brown (2000) describes it as an internal drive that compels individuals to take action to achieve their goals Similarly, Dornyei (2001) emphasizes that motivation clarifies why people choose to engage in certain activities, the intensity of their efforts, and the duration for which they maintain those efforts.
Various scholars define motivation differently, yet they all agree that it encompasses both external and internal influences.
Motivation can be categorized into various types, including integrative versus instrumental motivation, intrinsic versus extrinsic motivation, and global, situational, and task motivation, as well as resultative motivation Each type plays a unique role in driving behavior and influencing outcomes.
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 assimilate into the culture associated with 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 defined as the drive to engage in activities purely for their own enjoyment, without the need for external rewards or punishments (Wlodkowski, 1995) This form of motivation encompasses the internal attributes that learners bring to their educational experiences, including their attitudes, values, needs, and personality traits (Moore, 1992).
Extrinsic motivation, as defined by Paul (2002), refers to the drive to participate in activities as a means to achieve a specific outcome According to Moore (1992), this type of motivation arises from external factors beyond the individual, significantly influencing students' behavior through their surrounding environment.
The primary distinction between intrinsic and extrinsic motivation lies in the students' goals Intrinsic motivation drives students to study for the joy of learning itself, finding satisfaction in acquiring new knowledge Conversely, extrinsic motivation compels students to study due to external factors, such as grades or rewards.
7 getting teacher and peer praise, acquiring a good grade or some other type of reinforcement that a teacher or peer might offer
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 be influenced by the learning process, as highlighted by Ellis (1997), who stated that the connection between motivation and achievement is interactive High motivation can enhance learning, while perceived success in reaching language learning goals can sustain and even foster new motivation Conversely, a negative cycle may occur where low motivation leads to low achievement, which in turn results in further decreased motivation.
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 in their language studies Furthermore, Rebeccal and Jill Sheorin (1996) emphasize that motivation significantly impacts the frequency with which students employ second language learning strategies.
Students' interaction with native speakers significantly influences their language learning experience The amount of input they receive in the target language directly correlates with their performance on curriculum-related achievement tests As a result, their overall proficiency level tends to increase, and they are more likely to retain and maintain their second language skills even after formal study has concluded.
Therefore, teachers should pay attention to developing both intrinsic and extrinsic motivation for their students in learning.
Overview of reading
In a reading class, a teacher's understanding of reading significantly impacts their instructional methods Consequently, it is essential for reading educators to thoroughly examine various definitions of reading to enhance their teaching effectiveness.
Defining reading is complex, as various interpretations exist, reflecting diverse perspectives According to Robinson and Good (1987), reading transcends mere pronunciation or comprehension of the author's intent; it represents a unique interaction between the reader and the text This process involves the printed page provoking individual ideas, experiences, and responses, making reading a personal encounter Ultimately, a key element of reading is 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 recognizing printed or written symbols, which triggers the recall of meanings developed from past experiences This process also facilitates the creation of new meanings.
9 reader's manipulation of relevant concepts already in his or her possession The resulting meanings are organized into thought processes according to the purposes that are operating in the reader.”
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 true that no single definition of reading can encompass all perspectives (Robinson and Good - 1987: 9), a focused definition is essential for effectively teaching and learning reading skills.
Reading involves both comprehension and interpretation of text, rather than simply decoding words into sounds A foreign language learner who can pronounce words but lacks understanding is not truly reading Effective reading requires actively engaging with the material to extract relevant information, rather than needing to grasp 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, as defined by Doff (1995: 67), encompasses the processes of viewing a text, comprehending its content, and articulating it verbally This practice goes beyond mere understanding; it aims to effectively communicate the information to an audience Doff emphasizes the utility of reading aloud in enhancing comprehension and engagement with the material.
10 the earliest stage of reading (recognizing letters and words); it can help students to make the connection between sound and spelling”
Doff (1995) argues that reading aloud is not an effective technique for text comprehension, as it is an unnatural activity not commonly practiced in daily life This method limits student engagement, with only one student actively participating while others may disengage or mimic poor pronunciation Furthermore, the focus on pronunciation detracts from understanding the text, and the challenge of reading aloud—especially in a foreign language—often leads to slow reading speeds, consuming valuable class time.
To maximize the effectiveness of reading aloud in the classroom, it is essential for teachers to position this activity as the concluding part of a reading lesson This approach requires thorough preparation and diverse strategies to engage and motivate students, ultimately enhancing their learning experience.
Silent reading is a fundamental and natural activity for students both in the classroom and in everyday life Unlike reading aloud, which is often performed for an audience, silent reading allows individuals to engage with the text privately, as the writer intended for their work to be read rather than heard (Abbott and Wingard, 1985) According to Doff (1995), silent reading involves comprehending the messages conveyed in written sentences, enabling readers to actively interpret the text based on their knowledge and experiences This process transforms readers from passive recipients into engaged participants who extract relevant information and connect it to real-life contexts Furthermore, silent reading offers students the flexibility to read at their own pace and revisit sections 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 process of quickly glancing through a text to grasp its main ideas, helping readers determine the relevance of material, such as research papers, to their own work or to stay informed about less critical topics (Nuttall, 1989) Essentially, skimming allows individuals to obtain a general understanding of reading material without focusing on specific details This technique is a valuable skill in reading instruction and should be utilized at the beginning of reading lessons to provide students with an overview of the content they are about to engage with.
Scanning is an essential technique for efficient reading, as defined by Nuttall (1989: 34), who explains that it involves quickly glancing through a text to locate specific information or assess its suitability for a purpose Unlike skimming, which provides a general overview, scanning focuses on finding particular details swiftly, allowing readers to concentrate on relevant information This selective reading method is highly beneficial for efficiently extracting necessary data from texts.
Extensive reading, often referred to as "reading for fluency," involves students engaging with long texts to achieve a general understanding, enhance their reading fluency, or simply relax This approach to reading is typically pursued in a leisurely manner, allowing learners to immerse themselves in the material.
Encouraging students to engage in extensive reading outside the classroom is essential for enhancing their knowledge of the world and the target language This practice not only fosters fluency but also promotes a genuine enjoyment of reading.
Intensive reading, unlike extensive reading, focuses on achieving a deep and comprehensive understanding of a text According to Nuttall (1989), this approach involves close guidance from a teacher or a specific task that compels students to engage closely with the material The goal is to grasp not only the meaning of the text but also the methods through which that meaning is conveyed, emphasizing that both aspects are crucial Therefore, incorporating intensive reading as a fundamental practice in reading classrooms is essential for developing effective reading strategies.
In summary, the various types of reading are interconnected and can be utilized interchangeably or together when engaging with a text Educators should diversify their reading strategies, leveraging the strengths of each type to enhance the reading experience Additionally, selecting appropriate activities is essential for effectively promoting reading skills and improving overall teaching and learning outcomes.
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
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 influences students' academic success Since a majority of academic knowledge is acquired through reading, it is vital for students to engage in regular reading throughout their educational journey.
Reading motivation is the intrinsic desire to engage with texts beyond mandatory requirements, driven by curiosity, knowledge-seeking, and personal involvement Researchers emphasize that fostering lifelong readers requires more than just teaching proficient reading skills; it is essential to cultivate a strong internal motivation for reading.
Motivation plays a crucial role in determining the quality of reading outcomes Research indicates that struggling readers often lack the motivation to engage with texts or enhance their reading skills Consequently, it is essential for reading teachers to focus on motivating their students to foster improvement in their reading abilities (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), higher interest levels lead to greater perseverance in reading When students lack interest in a text, reading becomes a chore rather than an enjoyable activity, often resulting in disengagement In practice, individuals typically read materials that genuinely interest them, such as books, magazines, and advertisements Therefore, it can be concluded that a student's degree of interest plays a crucial role in shaping their reading motivation.
Students' background knowledge significantly influences their motivation to read A lack of this knowledge can lead to challenges in understanding both the text and the language, ultimately resulting in diminished interest in reading If students struggle to comprehend what they read, they may become disengaged and stop reading altogether.
Students' success significantly impacts their motivation to learn reading, as individuals tend to enjoy activities they excel in This positive reinforcement encourages them to engage more deeply and invest greater effort in their reading skills.
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 methods to enhance students' reading skills during lessons By engaging students with relevant reading texts, educators can foster a deeper understanding and increase motivation to read Additionally, well-structured activities and tasks play a crucial role in boosting students' enthusiasm for developing their reading abilities.
The personality and attitude of teachers significantly influence student motivation and progress Research shows that teachers who exhibit warmth, sensitivity, enthusiasm, and humor are more likely to achieve success in their teaching Such enthusiastic educators, who maintain a positive outlook towards both their subject matter and their students, effectively engage students and foster a lasting interest in reading.
The teacher's approach to assessing and evaluating student progress significantly impacts their motivation to learn Rather than comparing students to one another, educators should foster a supportive environment that encourages individual effort Evaluating progress based on personal growth helps build self-confidence and enhances motivation among students.
The reading materials play an important role to students’ motivation in reading in terms of its level of challenge, its topic and content Reading
16 materials that are interesting and relevant to the students will motivate them to read more
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 should present new and relevant ideas, enhancing their understanding If the content is uninteresting or unrelated to their experiences, students may lose motivation to read, as it fails to meet their expectations or interests Ultimately, when students enjoy their reading material, their comprehension improves significantly.
The vocabulary and grammatical structures of reading materials significantly influence student motivation When students face an overwhelming number of unfamiliar words and complex sentence structures, they may feel fatigued Therefore, it is essential that the vocabulary in reading texts is appropriate for their level and that the grammatical complexity remains manageable Additionally, the content should relate to students' experiences and imagination to enhance engagement.
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 an overview of the theoretical background on motivation and reading skills, exploring key concepts, types of motivation, and their significance in second language acquisition It also defines reading skills and discusses 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 as the primary data collection method due to their ability to provide quantitative data and allow informants to express their attitudes However, the limitations of questionnaires, such as potential superficial answers and unreliable responses, prompted the researcher to conduct interviews This approach ultimately resulted in more uniform and accurate data.
Research setting
2.2.1 The setting of the study
The study was conducted at Vinh Bao High School in Hai Phong, where English has been a compulsory subject for nearly 20 years, serving as the only foreign language offered Students typically engage in at least four years of English instruction during their secondary education and continue for three additional years in high school before taking the general education exam at the end of grade 12 Despite being situated in Vinh Bao district, students have limited opportunities to practice English outside of their textbooks and classroom settings.
The teaching and learning English at Vinh Bao high school follows the new curriculum (since 2006) of The Ministry of Education and Training All
18 the students learn the set of basic program textbooks Tieng Anh 10, Tieng Anh 11, Tieng Anh 12 which includes 315 periods of 45 minutes in the class
It means that students have 3 classes of English per week, equivalents with
Throughout the school year, students enhance their reading skills across 16 sessions, engaging with a variety of texts centered on six key themes: You and Me, Education, Community, Nature and Environment, Recreation, and People and Places This curriculum focuses on developing essential reading strategies, including skimming for gist, scanning for specific information, drawing conclusions, making inferences, and writing summaries.
Vinh Bao High School boasts an English department comprised of 11 dedicated teachers, with the most experienced having over 25 years in education and the youngest possessing more than three years Each teacher is passionate about enhancing their teaching quality by implementing innovative methods.
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 Each reading passage contains 240 to 270 words and is accompanied by colorful images to engage students The reading lesson is structured in three stages: "before you read," which introduces the topic and essential vocabulary; "while you read," featuring two or three comprehension tasks; and "after you read," reinforcing understanding and application of the material.
19 students to read for main ideas or details, finally grasp the content 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 on English language learning Among them, 68.3% are female and 31.7% are male These students have studied English for at least 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 extensive 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 consisted of six questions It was designed to get the teachers’ opinions about the importance of reading to their students, teachers’
Teaching reading presents numerous challenges, including student engagement and the selection of appropriate materials Effective reading materials and relevant topics play a crucial role in motivating students to develop their reading skills Educators often express varied opinions about the reading topics included in textbooks, highlighting the need for more diverse and relatable content Suggestions for alternative topics can enhance student interest and improve learning outcomes, ultimately fostering a more effective reading environment.
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 survey aimed to gather students' opinions on reading in English The initial three questions focused on their attitudes towards the subject, while questions four and five explored how reading materials and topics influence their motivation to develop reading skills Questions six and seven assessed their views on the current reading topics presented in the textbook Finally, question eight sought their suggestions for additional topics of interest that are not currently included in the course materials.
The interviews aimed to gather students' insights on the significance of learning English reading, the motivations behind developing reading skills, and the impact of reading topics on their enthusiasm for reading Participants were encouraged to respond to questions, with the researcher providing clarifications as needed Each interview lasted approximately 10 minutes and included informal discussions 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 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
The researcher meticulously inspected, cleaned, transformed, and modeled data collected from various sources to extract valuable insights and support informed decision-making To ensure consistency and eliminate biases, the analysis will be conducted solely by the researcher, with findings presented through charts and tables Additionally, analytical categories were developed to quantify responses to open-ended questions from the questionnaires.
This chapter outlines the study's methodology, serving as a framework for the researcher throughout the research process The subsequent 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 recent survey revealed that 51.2% of students believe reading in English is crucial for their language learning, while 45.1% consider it important, and only 3.7% undervalue its significance This indicates a generally positive attitude towards reading skills among students Reading is not only one of the four essential language skills in foreign language acquisition but is also regarded as the most vital by many, as it provides valuable information and enhances understanding of language expressions and structures.
Students recognized that reading plays a crucial role in enhancing various language skills It significantly contributes to broadening their understanding of the world and provides valuable 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
Percentage (%) a Results in reading are better than those in other skills 15 18.3% b.Interest in English people and culture 33 40.2%
25 c To be better qualified 56 68.3% d For future jobs 56 68.3% e To pass exams 12 14.6% f Reading is compulsory subject 13 15.8%
Table 1: Students’ reasons for learning reading skill
According to Table 1, a significant 68.3% of students indicated that the primary motivation for enhancing their reading skills is to fulfill future job requirements Successfully developing these reading skills not only boosts their motivation to learn English but also makes the language more essential for their careers 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 a keen interest in English people and culture while learning to read in English Many of these students reside in rural areas, limiting their opportunities to travel to Britain or interact with British individuals Consequently, reading serves as an effective means for them to broaden their understanding of both the English language and global cultures.
A study revealed that 18.3% of students exhibited resultative motivation, indicating that their preference for achieving better reading results compared to other skills significantly influenced their motivation levels This suggests that improved outcomes in reading can enhance overall student motivation.
Meanwhile, only 15.8% students thought that they learnt English reading just because this was a compulsory subject at school
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 job prospects, to gain a deeper understanding of English-speaking cultures, and to improve their overall qualifications This reflects a combination of integrative and instrumental motivation driving their efforts in developing reading comprehension skills.
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 revealed that 51.2% of students found the reading topics to be diverse, while 42.7% considered them interesting In contrast, 37.8% described the topics as boring, and only 6.1% deemed them unfamiliar These findings suggest that the majority of students are satisfied with the current reading material.
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 revealed varying levels of student interest across twenty-nine topics in the English 10 and English 11 textbooks The topics "Music" and "Films and cinema" from English 10, along with "The wonders of the world," "Hobbies," "Friendship," and "A party" from English 11, were the most appealing to students Conversely, topics such as "Technology and you," "Conservation," "Historic places," "The post office," "World population," and "Competitions" garnered less interest This trend suggests that students prefer topics that are more engaging and relatable to their experiences Nevertheless, it can be concluded that all topics presented are suitable for the curriculum.
Students expressed interest in various topics that enhance their linguistic and social knowledge, including new inventions, travel, holidays, cross-cultural experiences, teenage love, school violence, and transportation This highlights their motivation and desire for engaging content However, it’s crucial to recognize that their interests may not align with their actual educational needs Therefore, reading teachers must urgently focus on raising students' awareness of the importance of developing reading skills, which are essential for their ongoing education and future careers.
Over half of the students expressed satisfaction with the reading topics in their textbook; however, many desired a wider variety of engaging and up-to-date subjects While some topics are intriguing, the information is outdated, and conversely, some new information pertains to unfamiliar topics, which diminishes students' motivation to read To enhance motivation, teachers should choose supplementary texts that align with the current syllabus themes, fostering greater interest in the subject matter.
The influence of reading topics on students’ motivation to read
The survey and interview data reveal that both teachers and students recognize the significant impact of reading topics on students' motivation to develop their reading skills Engaging and relevant reading materials not only enhance students' interest but also encourage a more enthusiastic approach to learning.
Figure 3: Students’ attitudes towards the role of reading topics to their motivation for learning reading skill
According to the survey results depicted in Figure 3, 57.3% of students believe that the choice of reading topics significantly influences 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 read Engaging and relevant subjects not only captivate students' interest but also enhance their desire to learn Survey results reveal a strong consensus among both students and teachers on the significance of reading topics in boosting motivation for reading.
Reading lessons often lack excitement, leading some students to disengage and struggle to grasp the material When texts are uninteresting or irrelevant to their experiences, students may find the lessons boring, which can result in them stopping their reading altogether This disengagement is largely due to a mismatch between students' background knowledge and their interests in the topics presented Consequently, their motivation to read diminishes significantly.
Many students show a keen interest in specific reading topics such as "Music," "Hobbies," and "The Wonders of the World," creating an exciting classroom atmosphere This engagement enhances their participation in reading lessons, leading to improved English learning Students have expressed that these lessons feel as enjoyable as playing a game, which facilitates easier comprehension of vocabulary and content, ultimately resulting in more effective reading tasks.
Students presented various perspectives on how reading topics influence their motivation and reading skills It is evident that different subjects can significantly affect both their enthusiasm for reading and their overall learning outcomes.
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, teenage love, school violence, and transportation.
While over half of the students expressed satisfaction with the reading topics in their textbook, many still desired a wider variety of engaging and up-to-date subjects Some topics, though interesting, contained outdated information, while others featured new content that was unfamiliar In both scenarios, students' motivation to read remained low Therefore, teachers should choose supplementary texts that align with the current syllabus themes to enhance student engagement and motivation in learning.
This chapter provides a detailed analysis of data collected from surveys and interviews with both teachers and students, aimed at answering the research questions.
This chapter explores students' attitudes toward reading skills, the various types of motivation that influence their reading learning, their perceptions of current reading topics, and how these topics impact their motivation to read.
In this part, conclusions, implications, limitations and suggestions for further study will be presented.
Conclusions
The study investigates the impact of reading topics on student motivation at Vinh Bao High School, beginning with a comprehensive literature review that outlines key concepts and theories related to motivation and reading This review establishes the theoretical foundation for the research, discussing various factors that influence reading motivation Chapter 2 details the research methodology, including the study's setting, participant demographics, and the instruments and procedures used for data collection and analysis Finally, Chapter 3 presents the results, offering an in-depth analysis of the data obtained from survey questionnaires.
The major findings of the study are summarized as below:
Most students recognize the significance of reading in their English learning journey; however, their interests in developing reading skills vary widely.
Many students prioritize learning English reading skills to enhance their job prospects and qualifications for future careers Additionally, their motivation stems from a desire to expand their understanding of the world Only a minority indicated that their primary goal for learning English was to succeed in exams.
34 school Therefore, it could be affirmed that the main types of motivation that the students possessed in learning reading comprehension skills are integrative and instrumental ones
In a recent survey and interview, both students and teachers expressed strong support for the significance of reading topics in enhancing student motivation They noted that when reading materials feature engaging and relatable topics, students are more enthusiastic about reading Both groups concurred that the topics presented in the English 10 and 11 textbooks are generally suitable, while also recommending the inclusion of additional topics that offer updated information.
Implications
The findings of the study implicate that:
In reading comprehension, students exhibit two primary types of motivation: instrumental and integrative They aspire to secure future employment and enhance their qualifications, while also seeking to expand their understanding of diverse cultures worldwide The interplay of these motivations significantly supports second language acquisition Consequently, educators should tailor their responses in reading lessons to address the varying motivations of their students effectively.
Reading topics significantly influence students' motivation in learning reading comprehension Research shows that students prefer reading for enjoyment rather than for academic reasons, as indicated by their interest in topics such as hobbies, music, and films.
Holidays and festivals are often overlooked in favor of topics like history, world politics, and civil rights, yet they hold significant value for students' learning and future careers To enhance educational outcomes, reading materials should be regularly updated with relevant and engaging content that not only improves language skills but also enriches students' understanding of the culture and customs of English-speaking countries Additionally, teachers should emphasize the importance of developing reading skills for academic growth rather than mere entertainment By incorporating diverse aspects of reading topics along with interactive elements such as games, visual aids, and discussions before and after reading, educators can foster a more engaging and effective learning environment.
Limitations and suggestions for further studies
This study acknowledges its limitations due to the author's constraints in time and ability, which prevents a comprehensive exploration of various factors influencing students' motivation in reading Key elements such as reading materials, techniques, and students' interest were not examined, highlighting the need for further research Addressing these issues is essential to develop effective strategies that 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 explore how different reading topics affect students' motivation to read at Vinh Bao High School in Hai Phong Your participation is greatly valued, and all information provided will be used solely for research purposes We encourage you to answer the questions as honestly 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 information you provide will be used solely for research purposes We kindly ask you to answer the questions as honestly as possible.
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