INTRODUCTION
Background and rationale
English is widely regarded as the global lingua franca, facilitating communication among people from different countries Proficiency in English has become essential for job candidates across various industries, as it is increasingly required in both social and professional settings.
Effective language learning requires ample exposure and practice across various skills, with reading being a crucial component Reading not only facilitates social interaction and vocabulary acquisition but is also essential for the overall learning process (Watkins, 2017) It plays a significant role in mastering foreign languages like English (Pathan & Al-Delsi, 2013) and serves as a vital means for gaining knowledge and sharing information (Dlugosz, 2000) According to Watkins (2017), reading provides essential comprehensible input, and consistent exposure to extensive reading materials is key to successful language acquisition Strong reading skills enhance the reading experience, enabling students to extract more knowledge from diverse English texts Furthermore, proficiency in reading contributes to the development of overall language skills by improving exposure to the target language, aiding vocabulary retention, and increasing opportunities for using new words in speech and writing.
Reading is a complex and multifaceted skill that requires the integration of attention, memory, perception, and comprehension processes Although essential, acquiring proficient reading abilities can be challenging (Demirüz, 2010; Kern).
1989) Due to this fact, reading is widely perceived as a boring activity by a number of students, which they feel demotivated and reluctant to practice
In my school, many students find reading to be difficult and boring, which leads to a lack of motivation As a teacher, I sought to explore various methods to engage students and enhance their interest in reading I chose to incorporate short stories, as research shows that literary texts can improve language skills, inspire creativity, and foster critical thinking (Erkaya, 2005) Consequently, I initiated a study titled “Using Short Stories to Enhance Students’ Reading Motivation: A Case of 11th Graders at a High School in Lao Cai City” to examine how short stories can effectively motivate students to read.
Aims of the study and the research questions
The research aimed at identifying the factors that demotivate students to read and examining how short stories reading activity can be used to motivating students to learn reading skills
To be able to achieve the above-mentioned goals, the researcher proposed two research questions:
1 What factors affect students’ reading motivation?
2 How does the use of short stories enhance student’s reading motivation?
Scope of the study
This research examines the factors that discourage high school students in Lao Cai from reading and explores how English short stories can enhance their motivation to read It aims to determine whether incorporating story reading into the curriculum increases students' interest in reading and encourages them to engage more with English texts.
Significance of the study
The research findings aim to enhance the understanding of how stories can effectively support teaching and learning in reading, while also highlighting their potential to motivate students to engage with reading Additionally, the researcher anticipates potential challenges that may arise when implementing short stories in the educational process.
3 stories in her future classes and therefore propose a better plan for making use of short stories reading activity to create the motivation for students to read.
Design of the study
This study consists of five chapters, which are:
- Chapter 1: Introduction presents the background, the scope, significance and design of the study
- Chapter 2: Literature Review presents a theoretical framework for the study, on which the researcher relied to conduct the study and draw her conclusion
Chapter 3: Methodology outlines the research approach, detailing the subjects involved, the data collection instruments used, the procedures for gathering data, and the methods employed for data analysis.
- Chapter 4: Findings and Discussion presents the major findings of the research are reported and analyzed
Chapter 5: Implications and Conclusion encapsulates the key findings of the research, detailing how the research questions were addressed It highlights the significance of incorporating short story reading activities in educational settings and acknowledges the study's limitations while offering recommendations for future research.
LITERATURE REVIEW
Reading and reading comprehension
2.1.1 Definition of reading and reading comprehension
Reading is an active process that requires understanding written texts, as highlighted by Pang et al (2003, p.6), who describe it as a complex activity involving both perception and thought This definition emphasizes that personal cognitive processes and interpretations significantly influence how individuals engage with and comprehend written material.
Reading involves two interconnected processes: word recognition and comprehension, as stated by Pang et al (2003) Word recognition refers to the ability to perceive the relationship between written symbols and spoken language (Pang et al., 2003, p 6).
Comprehension is the ability to understand and make sense of a text, a skill that can be developed through intentional practice (Watkins, 2017) Effective reading requires readers to draw on their background knowledge, vocabulary, grammatical understanding, and prior experiences with similar texts, along with employing various strategies to enhance their understanding.
2.1.2 The role of reading in second language learning
Reading, alongside writing, is regarded as one of humanity's remarkable achievements, enabling communication across time and space (Watkins, 2017, p 14) In the context of second language (L2) learning, reading serves not only to facilitate social interaction and expand knowledge but also plays a crucial role in the learning process As noted by Pang et al (2003), reading is a key factor that significantly contributes to students' academic success.
Readers engage with texts for various reasons, primarily for pleasure or information (Grellet, 1981) In language learning, reading is essential for developing linguistic skills, as it provides rich language input that enhances vocabulary and grammar (Chastain, 1988) Additionally, reading serves as a means to transmit cultural and social heritage, allowing readers to accumulate knowledge that improves comprehension and communication success.
Reading is widely recognized as a crucial factor in language learning, significantly impacting writing style, vocabulary acquisition, and grammar proficiency According to Krashen (2004), engaging with texts enhances writing skills, while Reyes Gomez (2010) emphasizes that reading fosters overall language competence, improves both written and oral communication, and boosts fluency Clearly, the importance of reading in language acquisition cannot be overstated.
Reading motivation
Motivation is another important affecting factor in language learning Motivation is defined differently by different authors depending on the theoretical methodology of the researcher
According to Eccles and Wigfield (2002), motivation is influenced by the perceived value of a task and the expectation of success, which ultimately guides behavior In the context of reading motivation, Conradi, Jang, and McKenna (2014) define it as the desire to read, stemming from an individual's beliefs, attitudes, and goals related to reading, based on a thorough analysis of numerous studies.
Another definition is from Unrau and Quirk (2014,p.272) who stated that
6 motivation is “an internal factor that activates or directs various modes of behavior and interaction as the observable and unobservable behaviors associated with reading activities."
There are two main types of motivation: intrinsic and extrinsic motivation
Extrinsic motivation refers to a desire to get a reward and avoid punishment
Extrinsic motivation plays a crucial role in encouraging learners to engage in educational activities, as highlighted by Arnold (2000) Factors such as homework, grades, and the desire to satisfy teachers drive this motivation Harmer (1991) identifies both integrative and instrumental motivations as key components of extrinsic motivation, underscoring their significance in the learning process.
Extrinsic motivation relies on external factors like rewards and discipline, which can adversely impact students' learning When students are motivated by external incentives or fear of punishment rather than intrinsic desire, their engagement may wane if these rewards or disciplinary measures are removed Consequently, the absence of these external motivators can lead to a decline in students' effort and commitment to learning.
Intrinsic motivation, unlike extrinsic motivation, emphasizes that the process of learning itself is rewarding (Arnold, 2000) Students driven by intrinsic motivation actively seek out knowledge based on their own interests and needs, without relying on external incentives This internal desire to learn fosters a deeper commitment to studying, as it stems from their innate curiosity and personal will To nurture intrinsic motivation, educators are encouraged to cultivate a supportive classroom environment that enhances students' learning experiences (Lightbown & Spada, 1999).
In conclusion, motivation can be classified into two types: intrinsic motivation, where the enjoyment of the activity itself drives us, and extrinsic motivation, where we participate in activities to achieve external goals Both forms of motivation play a significant role in influencing our behaviors and actions.
7 impacts on students’ learning, it is advisable that in the process of teaching, teachers find effective ways to help improve their both intrinsic and extrinsic motivation
2.2.3 The importance of reading motivation in foreign language learning
Motivation is crucial in learning, significantly influencing student success or failure According to Spolsky (1990), motivated students tend to learn more effectively and quickly compared to their less motivated peers, who may struggle with attention and behavior issues Numerous studies highlight the strong correlation between motivation and achievement in language learning Van Lier (1996, p.98) emphasized that motivation is perhaps the most vital factor in language acquisition, a sentiment echoed by Lightbown (1999), who identified motivation as the key to success in second language learning.
Short stories as a motivator to students to read
A short story, as defined by Singer (2000), is a narrative composition that falls within the realm of brief literature, designed to be read in a short amount of time and is self-contained.
Short stories focus on a single event and typically feature a limited number of characters They are concise, delivering a narrative with a shorter length and pace compared to novels.
2.3.2 Reasons for using short stories in foreign language teaching
The incorporation of literature in language teaching is widely recognized by educators as a valuable approach (Sage, 1987), and many teachers are increasingly utilizing literary works in their language classes (McFadden, 1978), supported by various research findings Parkinson and Thomas (2000, cited in Sale, 2005) outline ten key reasons for the use of literature in language classrooms, highlighting its significant benefits.
Littlewood (2000) asserts that language classrooms often lack connection to the real-world contexts that generate natural language, particularly those beyond native speaker communities However, literature can bridge this gap, as it offers intrinsic meaning within its narratives, enriching the language learning experience.
Short stories offer significant benefits for language learners, enhancing cultural understanding, linguistic comprehension, and inspiration When thoughtfully selected and integrated into English Language Teaching (ELT) courses, they provide valuable text material that enriches the learning experience, fosters intellectual and emotional engagement, and equips students with essential linguistic knowledge Additionally, stories encourage students to express their thoughts and feelings, injecting enthusiasm into the classroom and transforming language learning into an enjoyable and dynamic experience.
Erkaya (2005) summarize the benefits of using short stories in the EFL classes, such as followed:
Short stories typically feature a clear beginning, middle, and end, engaging students of all language proficiency levels and encouraging them to read through to the conclusion to see how the conflict unfolds and resolves.
Reinforcing the four English skills
Utilizing short stories in foreign language teaching enhances the four essential English skills: listening, speaking, reading, and writing Teachers can improve listening skills by having students read stories aloud, which also allows for pronunciation correction To foster speaking abilities, students can perform dialogues or take on roles from the stories Additionally, short stories serve as valuable vocabulary resources, enriching students' language and cultural knowledge For writing practice, teachers can prompt students to summarize the stories or express their feelings about the characters in written form, further developing their writing skills.
Short stories serve as a powerful medium for cultural education, as each narrative is embedded in a specific context that reflects the customs, history, and traditions of a society By engaging with these stories, readers gain valuable insights into diverse cultures and their unique practices.
Reading stories are said to be an excellent tool for promoting high order thinking While reading, teachers can design activities to get students to practice thinking critically
Reading stories serves as an enjoyable form of entertainment, allowing students to unwind and feel more relaxed (Pourkalhor & Kohan, 2013) Additionally, short stories are beneficial as they alleviate the pressure of heavy workloads for students (Pardede, 2011).
Utilizing short stories is an effective strategy to enhance student motivation in reading and learning These narratives foster a joyful and relaxing environment, making the educational experience more enjoyable Consequently, short stories play a crucial role in developing students' language skills while also enriching their cultural understanding.
2.3.3 Criteria for choosing short stories
Selecting appropriate short stories is crucial for lesson success and student motivation in reading According to McKay (2001) and Rivers (1968), topics should align with students' interests to enhance engagement; when content resonates with their life experiences, students are more likely to enjoy the story and meet the teacher's expectations Conversely, unsuitable content can lead to demotivation Collie and Slater (1987) further emphasize that when literary texts are meaningful and enjoyable, learners are more willing to tackle linguistic challenges with enthusiasm.
When selecting short stories for teaching, it is crucial to balance the texts with the learners' language and cultural competencies According to Carter and Long (1991), it is advisable to choose literary works that align closely with the students' reading comprehension levels By opting for stories that match students' language proficiency, teachers can enhance understanding and engagement in the learning process.
“frustrational reading” (Schulz, 1981, p.44) If culture and language is within students’ knowledge, the reading activity is more assessable and enjoyable to them
In summary, it is crucial to choose a suitable story in teaching Short stories are supposed to be of appropriate length, having attractive topics and suitable in terms of complexity
2.3.4 Some common-used activities to teach reading with short stories
According to Pardede (2011), when creating a story-based lesson plan, teachers should define their objectives and plan activities for before, during, and after the reading This includes engaging pre-reading, while-reading, and post-reading activities that enhance the learning experience To keep the environment stimulating and maintain student motivation, it is crucial to vary activities, clarify goals and rewards, and provide clear instructions Pardede also outlines useful activities for each reading stage and the procedures for implementing them effectively.
There are a number of activities that can be conducted in the pre-reading stage Some suggested activities are hereby presented
In the game of "hangman," students engage by guessing letters to identify a topic, with each incorrect guess contributing to the drawing of a hangman This interactive activity can be enhanced through warming up discussions and sharing personal experiences, fostering a more engaging and collaborative learning environment.
The second suggested activity is "answering and passing on," where each student receives a piece of paper to answer a question before passing it to the next student This process continues as each student responds to a new question, such as who, where, when, or what he/she is doing.
Brainstorming can also be used In this activity, teachers can ask students to think about a topic and write down all their ideas
Studies on using short stories in reading comprehension
Numerous studies have explored the impact of integrating short stories into reading comprehension instruction A notable study by Pourkalhori and Kohan (2012) assessed the effects of short story instruction on 20 advanced tenth-grade students The findings revealed that the experimental group, which engaged with short stories, significantly outperformed the control group on posttest assessments The researchers concluded that incorporating short stories can effectively enhance students' reading abilities.
Research indicates that readers' linguistic and general world knowledge significantly impacts their text comprehension Frimasary (2015) conducted a similar study, revealing that the experimental group showed markedly higher scores post-treatment compared to the control group The findings suggest that utilizing short stories effectively enhances students' reading comprehension and boosts their interest in reading.
In Vietnam, research by Vo Thi Thanh Tam (2013) demonstrated that integrating short stories into reading comprehension instruction for third-year English majors significantly enhances the learning experience, making it more effective, enjoyable, and meaningful Similarly, Mai Thi Phuong (2012) explored the attitudes of tertiary teachers and students regarding the use of short stories as supplementary materials, revealing their positive impact on learning outcomes Based on her findings, she proposed several strategies for effectively incorporating short stories into reading curricula.
Research indicates that story reading is advantageous for teaching reading, yet limited studies have explored how short stories can enhance students' reading motivation This study aims to investigate the potential effects of reading short stories on motivating students to engage with reading.
METHODOLOGY
Action research framework
The researcher selected action research for this study to implement a specific strategy within her own classes, aiming to create positive changes in her teaching context This approach not only aligned with her goals but also offered valuable opportunities for her professional development.
3.1.1 What is an action research?
Action research has gained popularity among educators in recent decades as a valuable method for ongoing assessment of teaching practices This approach enables teachers to evaluate the effectiveness of their classroom instruction, validate successful strategies, and eliminate ineffective ones, ultimately enhancing their teaching outcomes (Nugent, Malik & Hollingsworth, 2012).
Action research, also referred to as participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research, is a method aimed at enhancing knowledge through practical application and reflection (Nugent, Malik & Hollingsworth, 2012) Defined by Kemmis and McTaggart (1982), action research empowers educators to implement strategies in specific contexts to gain insights into their teaching practices and foster improvement What sets action research apart from other research methodologies is its focus on actionable change and personal reflection within educational settings.
15 it is a systematically evolving process of changing both the researcher and the situations in which he or she works (Kemmis & McTaggart, 1982)
Action research empowers teachers to investigate and address their classroom challenges, fostering their professional development (Borg, 1965) It involves implementing small-scale interventions in real-world settings and closely examining their impacts (Van Lier, 1996) Scholars agree that action research is primarily conducted by teachers themselves, with the aim of enacting changes in their classrooms to enhance their teaching practices (McNiff & Whitehead, 2006).
Action research begins with a research question and culminates in the application of the knowledge acquired, which can generate new questions and initiate another research cycle (Efron & Ravid, 2013) According to Efron & Ravid (2013), there are six essential steps in a complete action research cycle that researchers should adhere to, as illustrated in the accompanying figure.
Figure 3 1 The six cyclical steps of action research (Efron & Ravid, 2013,p.8)
According to the authors, each step is to do the following tasks:
Step 1: Identifying an issue or problem the practitioner wants to explore Step 2: Gathering background information through a review of appropriate literature and existing research on the topic
Step 3: Designing the study and planning the methods of collecting data Step 4: Collecting data
Step 5: Analyzing and interpreting data
Step 6: Writing, sharing, and implementing the findings
Kemmis and McTaggart (1988) proposed a four-step cycle of action research, consisting of planning, action, observation, and reflection This process involves initially planning a change, implementing that plan, observing the outcomes, and then refining the plan for subsequent cycles The cycles continue until the researcher reaches a satisfactory outcome and decides to conclude the research Their spiral model of action research visually represents this iterative process.
Figure 3 2 The action research cycle (Kemmis &McTaggart, 1988,p.14)
The steps to conduct an action research are explained by the authors as follow
The initial phase of action research involves identifying a specific problem or issue, formulating a research question, and creating an actionable plan to enhance the situation within the researcher's educational context As both researcher and educator, it is crucial for the teacher to evaluate feasible investigations while considering the practical limitations of their teaching environment The research question should be manageable and within the researcher’s capacity to effect change, ensuring that meaningful improvements can be achieved.
The second step of the action research is when the researcher puts the intended interventions into action, or, in other words, enacting the plan
The next step involves systematically observing the effects of the interventions and documenting pertinent information, including the context, actions taken, and opinions of participants This data collection during the observation phase will enable the researcher to gain a clearer and more accurate understanding of the implemented actions.
The concluding phase of a new action research cycle involves the researcher and teacher reflecting on, evaluating, and detailing the outcomes of the implemented actions This reflective process provides valuable insights into the results, enabling the researcher to identify necessary modifications for future cycles.
This model of the two authors was criticized by some researchers who claimed that it lacks flexibility (McNiff, 1988) This view was similar to Ebbutt’s
In 1985, it was proposed that action research cycles should be successive and open, facilitating extensive feedback and interaction between the cycles instead of functioning merely as a "one-way street." This perspective is supported by various authors who recognize that real-life applications of action research require this dynamic approach.
Action research often defies the neat structure of the suggested spiral model (Efron & Ravid, 2013), as its stages frequently overlap, leading to initial plans becoming quickly outdated due to experiential learning This process tends to be more fluid, open, and responsive, as highlighted by Kemmis, McTaggart, and Nixon (2014, p 18).
Kemmis and McTaggart’s (1988) model of action research is widely recognized for its simplicity and clear outline of essential steps, making it a popular choice among researchers In this study, the researcher adhered to their framework, commencing with action planning, followed by action implementation, thorough observation and documentation, and concluding with reflection before revising the plan for the next cycle This approach aims to provide the author with valuable insights into her teaching practices, enhancing the reliability of her reflections.
Subjects of the study
The research involved 61 eleventh-grade students from two mixed-level classes at a high school where the researcher taught The students exhibited varying levels of English proficiency, with some being quite skilled, the majority at an average level, and a few struggling with the language Their interest in reading comprehension and practice also differed significantly; while some students were enthusiastic about reading and readily engaged with texts, many others displayed a lack of interest and reluctance when asked to read Overall, reading, especially in English, had not become a habitual activity for most of the students.
The researcher aimed to enhance student motivation for reading by implementing short stories as a teaching tool and evaluating their effectiveness The detailed research procedure is outlined below.
Procedures
After several weeks of teaching, the researcher observed a lack of interest in reading among her students, as many displayed reluctance when asked to read This prompted her to conduct research focused on identifying and analyzing the problem To prepare effective action plans, she created a pre-intervention questionnaire aimed at gathering insights into students' reading habits, their interest in short stories, preferred topics, and challenges with reading skills The responses from this initial questionnaire proved valuable, enabling the teacher to develop more tailored and effective teaching strategies.
Over a six-week period, short story reading activities were integrated weekly, with one or two carefully selected stories provided each week from reputable sources like Longman and the British Council The chosen stories aligned with students' interests, although not all were directly related to the textbook topics due to resource limitations The focus was on enhancing reading interest and efficiency, with attention given to story length and complexity to avoid demotivating students, as indicated by pre-intervention feedback Only intermediate-level texts were selected, and support materials, including lists of difficult words and cultural context, were provided to aid students' reading practice.
Due to limited class time, most of the reading activities were for students to
The article outlines a structured approach to enhance students' reading and comprehension skills through at-home story reading activities Students focus on identifying main ideas and specific information, translating stories into Vietnamese, and learning useful vocabulary and structures for effective communication In-class discussions, lasting 20 to 30 minutes each week, allow students to summarize, retell stories, share interesting insights, and suggest alternative endings, fostering engagement and comprehension Clear communication of expectations helps students manage their homework load, while incentives like bonus points encourage participation and effort Learning journals facilitate self-evaluation, although they are not used for data collection in this study The integration of story reading activities is detailed in a supporting table.
Table 3 1 Plans of integrating short stories in teaching
Week Story Support Students’ preparation
Explanation of some difficult words
Revision of reading strategies for specific information
- read the new words provided
- find the answers for the given questions
- tell the meaning of the stories
- compare the answers in group
- discuss the meaning of the story
- review the meaning of the lexical items learnt
Explanation of some difficult words
Revision of reading strategies for T/F and open- ended questions
- read the new words provided
- find the answers for the given questions
- tell the meaning of the stories
- compare the answers in group
- discuss the moral lesson learnt from the story
Explanation of some difficult words
Revision of reading strategies for overview questions
- read the new words provided
- find the answers for the given questions
- tell the meaning of the stories
- compare the answers in group
- discuss what students would do if they were in the situation
- read the new words provided
- compare the answers in group
Week Story Support Students’ preparation
Class activity words Revision of reading strategies for summarizing a text
- find the answers for the given questions
- tell the meaning of the stories
- discuss what they found most interesting in the story
Explanation of some difficult words
Guided questions on for retelling the story
- read the new words provided
- find the answers for the given questions
- tell the meaning of the stories
- compare the answers in group
- discuss what students would do if they were in the situation
Explanation of some difficult words
Guided questions on for retelling the story
- read the new words provided
- find the answers for the given questions
- tell the meaning of the stories
- compare the answers in group
- discuss what students would do if they were in the situation
Due to time constraints, the research was conducted in a single cycle; however, the researcher plans to revise the strategies to enhance student support and aims to continue a second cycle in the following weeks, contingent upon the findings indicating that story reading activities are advantageous for her students.
The teacher implemented her prepared lesson plans in class and documented her practices weekly, observing student reactions She recorded her actions, necessary adjustments to the plans, and student behaviors in her teaching diaries for future reference At the end of the research period, she utilized a post-questionnaire and conducted brief interviews with three students from each group to gather insights on their opinions regarding story reading.
The teacher-researcher analyzed the collected data to gain insights into her intervention, allowing her to refine her initial plan for the upcoming implementation cycle By the end of the research period, she gathered significant information on story reading activities, which informed her decisions on utilizing short stories to enhance students' reading skills and motivation.
Data collection instruments and analysis
Data for the study was collected mainly through the pre and post intervention questionnaires
In this study, pre and post intervention questionnaires served as the primary data collection tools, allowing the researcher to conveniently gather extensive data The questionnaires featured a mix of close and open-ended questions to capture students' opinions on specific topics This method facilitated easy summarization, analysis, and reporting of the collected data.
The pre-intervention questionnaire consists of nine questions aimed at assessing various aspects of students' reading abilities, including their reading skills (question 2), interests (questions 1 and 9), and reading habits (questions 4, 5, 7, and 8) Additionally, it evaluates their attitudes toward the significance of reading for language acquisition (question 3) and identifies factors contributing to their reading difficulties (question 6), which may hinder their motivation to read.
The post-intervention questionnaire aimed to assess changes in students' attitudes towards reading English short stories It measured motivational shifts by evaluating students' interest in reading after the intervention, their willingness to continue reading short stories, and their perceptions of the benefits derived from such reading The first item focused on students' attitude changes post-activity, while the second item gathered their opinions on short story reading activities, and the third item explored their future reading practices Notably, questions one and three included open-ended parts, allowing students to elaborate on their responses.
Interviews were conducted with six students, three from each class, following the distribution of a pre-intervention questionnaire The limited number of interviews was due to the extensive data gathered from the questionnaires, which included open-ended questions allowing students to express their thoughts The primary aim of the interviews was to verify the reliability and validity of the questionnaire data while also gathering additional insights into students' perspectives on reading, particularly in relation to English stories, before and after the intervention.
A survey of 25 students revealed their varying levels of interest in reading, highlighting key factors that contributed to their reading difficulties The motivational impact of reading stories was significant, fostering a love for English literature Essential questions included whether students enjoyed reading more after engaging with the stories provided by their teacher and the benefits they experienced from reading English stories Additionally, students were asked if they intended to independently seek out and read English short stories following the project, providing insight into their evolving reading habits.
The researcher utilized observation as a key source of information, conducting weekly assessments to gauge students' interest in reading and their participation levels This approach allowed for the documentation of the teacher's supportive actions that contributed to maintaining student motivation Additionally, observation sheets were distributed to students for self-evaluation of their weekly learning behaviors.
The data gathered from questionnaires, interviews, and observation sheets were systematically summarized and presented using tables, charts, and descriptive quotes Quantitative data were illustrated through charts and tables to effectively highlight and compare students' attitudes before and after the intervention, while qualitative data were conveyed through concise written reports and quotes.
FINDINGS AND DISCUSSION
Findings from the questionnaires
4.1.1 Factors affecting students’ motivation for reading English
Students often exhibit a lack of interest and motivation towards reading, which significantly hinders their learning progress To address this issue, a survey was conducted to assess their attitudes and the various factors influencing their motivation before introducing short stories to the group This data will be compared with their attitudes after the short story intervention The following outlines the reasons contributing to the low engagement levels in reading among students.
Students’ attitudes towards the importance of reading skill
The participants of the study were asked about their attitudes towards the importance of reading skill
Figure 4 1 Students’ attitudes towards the importance of reading skill
A significant majority of surveyed students recognize the importance of reading, with 47% rating it as quite important, 35% deeming it important, and 15% considering it very important.
Students’ attitudes towards the importance of reading skill (%)
Very important Important Quite important Not very important Not important at all
The survey revealed that all participating students recognized the importance of reading, highlighting its essential role in mastering the English language.
The survey revealed that only few students were fond of reading The finding regarding students’ interest in reading is presented in the following chart
Figure 4 2.Students’ interest in reading
The chart reveals that less than 10% of students expressed a moderate to extreme liking for reading, while a significant 58% indicated they slightly enjoyed it In contrast, around 30% of students reported a slight dislike for the activity.
The survey revealed that students attributed their disinterest in reading to a perceived lack of talent, along with viewing it as time-consuming and challenging due to unfamiliar vocabulary and complex grammar Overall, the data indicates that reading skills are not appealing to students, leading to a general lack of interest, with one-third expressing a negative opinion towards reading.
Students’ self-evaluation of reading skills
According to the survey, students’ self-evaluation of reading skills varies as illustrated in the following chart
70 extremely like moderately like slightly like slightly dislike dislike
Figure 4 3 Students’ self-evaluation of reading skills
A survey revealed that 35% of students rated their reading skills as quite good, while 20% considered themselves good readers Conversely, 32% felt their reading abilities were not very good, and 11% rated them as really bad, with no students claiming to be very good at reading Many students expressed that their inadequate reading skills made the process time-consuming, as they often needed to consult a dictionary for unfamiliar words and struggled to grasp the text's implications, leading to confusion in answering questions This difficulty may contribute to their lack of regular reading outside of class To enhance students' interest in reading, it is recommended that targeted training in reading skills be implemented.
Students’ frequency of practice reading English outside the classroom
Although the majority of students were well aware of the importance of reading, not many of them spent time reading after class hours
Very good Good Quite good Not very good Very bad
Students’ self evaluation of reading skills (%)
Figure 4 4 Students’ frequency of practice reading English outside the classroom
A survey revealed that 34% of students read more during their free time, while 30% engaged in reading before exams, indicating a correlation between available time and reading habits However, only 16% read weekly, and none reported daily reading in English Students attributed their limited reading practice outside of class to various factors identified in open-ended survey responses.
“lack of reading resources” and the “huge amount of homework” they had which led to the “lack of time for other activities”
Reasons for reading English outside the classroom
Based on the results of the questionnaire, it is clear that students only practiced reading outside their classrooms when they were stimulated by a number of reasons
Table 4 1 Reasons for reading English outside the classroom
Reasons for reading Number of responses Percentage (%)
Reading English helps improve English skill 20 33
English teacher asks me to 25 41
Students’ frequency of practice reading English outside the classroom (%)
Very often (i.e every day) Quite often (i.e once a week)
When I have free time and feel like reading Before my exams
When my teachers ask me to Never
A survey of students revealed that the primary motivations for reading outside the classroom are teacher assignments (41%) and the belief that reading enhances their English skills (33%) Additionally, 18% of students engage in reading to prepare for English exams, while only 7% read out of genuine interest in the activity.
Students’ difficulties in reading outside classroom
Despite over half of the students feeling confident in their reading abilities, they face several challenges when reading outside the classroom The data illustrated below highlights the specific difficulties encountered by these students.
Figure 4.5 Students’ difficulties in reading English outside classroom
Student difficulties in reading outside the classroom are primarily attributed to a lack of vocabulary and grammatical knowledge, insufficient cultural and social understanding, uninteresting or unfamiliar topics, and a scarcity of reading materials Notably, 74% of students identified the lack of cultural and social background as the most significant issue, which plays a crucial role in reading comprehension The absence of this knowledge can severely hinder a student's ability to understand texts effectively.
Research indicates that learners with prior knowledge find it easier to comprehend reading materials compared to those without such knowledge (Nguyen, 2007) This study reinforces the importance of background knowledge, particularly in relation to cultural and social contexts, in enhancing reading comprehension.
80 lack of vocabulary lack of grammatical knowledge lack of cultural and social knowledge uninteresting and unfamiliar topics having nothing to read
Difficulties in reading outside classroom (%)
31 ones is an important factor in achieving reading comprehension ability Obviously, social and cultural background knowledge plays a vital role in comprehension
A significant challenge for nearly 70% of surveyed students is the lack of vocabulary knowledge, which aligns with findings from Changwang (2008) regarding Thai EFL learners, indicating that insufficient vocabulary hampers reading comprehension Researchers like Schmitt (2000) and Nation (2001) emphasize the essential role of lexical knowledge in communicative competence and second language acquisition, with Wilkins (1972) noting that without vocabulary, communication is impossible Gunning (2002) identifies inadequate vocabulary as a primary factor contributing to comprehension failure in reading, as sufficient vocabulary enables students to understand unfamiliar words by connecting them to their contextual usage (Dennis, 2008).
Grammatical knowledge is a significant challenge for 59% of students, particularly when encountering complex sentences that feature multiple clauses and various conjunctions, which complicate reading comprehension (Nuttall, 2000) Research indicates a strong correlation between grammatical proficiency and reading comprehension (Haarman, 1988) Consequently, it is recommended that EFL learners enhance their grammar skills to better understand the texts they read (Koda, 2005; Bernhardt, 2000).
A recent survey revealed that only 18% of students find uninteresting and unfamiliar topics to be a significant barrier to their learning Additionally, a lack of reading materials is considered the least pressing issue, with just 8% of students reporting it as a problem.
The text types students often read outside the classroom
When being asked about the kinds of text-styles students often read outside the classroom, students’ responses also varied
Table 4 2 Text types students often read outside the classroom
Text types Number of responses
Percentage (%) short stories 19 35 poems 17 31 dramas 14 26 novels 4 7
According to the study, over one third of students (35%) expressed a preference for short stories, making them the most favored text type Poems followed closely, with 31% of students indicating they preferred this genre Dramas were of interest to 26% of the participants, while novels were the least popular, attracting only 7% of students for reading outside the classroom This data highlights that short stories are the students' top choice, potentially due to their engaging nature.
Findings from the interviews and observation
Interviews with students revealed that their experiences aligned with survey findings, highlighting a lack of essential language background, including vocabulary, grammar, and cultural understanding, which hindered their reading abilities.
“time-consuming” and “challenging” as it was sometimes hard for them to understand the implication embedded in a story
Students reported that their limited reading practice outside of class was primarily due to time constraints from excessive homework They expressed that their motivation to read increased significantly when teachers mandated short story reading activities, which contributed to their overall English scores.
Students recognized that engaging story content and teachers' assistance in clarifying challenging vocabulary and structures positively influenced their motivation to read A narrative featuring captivating themes, accessible language, and ample support from educators significantly enhanced their eagerness to engage with reading materials.
Students' decision on continuing to read
English short stories (%) will continue reading won't coninue reading
In a recent interview, a student revealed that he previously viewed reading as uninteresting and only engaged with texts that were mandatory However, after exploring his first short story, he discovered captivating information that sparked his interest in reading This newfound enthusiasm was further fueled by the gradual acquisition of new vocabulary, which he found manageable and enjoyable Another student echoed similar sentiments, noting that encountering new words within the context of a story made it significantly easier for him to remember their meanings.
“easier to recall the words" each time he found them in another text Reading also helped students “enrich the vocabulary and grammatical structures”, and improve
“the ability to translate” In addition, because the plots of the stories were so meaningful and interesting, students found that reading was also “a good form of entertainment” for them
Students have shifted their attitudes towards reading, recognizing the numerous benefits it offers They reported that "reading stories helped improve their English skills," leading to enhanced comprehension abilities Through consistent practice with story reading, students have experienced significant improvements in their understanding of the English language.
Translation tools have simplified the learning process, allowing students to grasp and recount stories effectively This approach not only aids in the retention of new vocabulary but also enhances long-term memory Furthermore, engaging with stories serves as an enjoyable form of entertainment, enriching the overall reading experience.
The engaging plots of the stories provided by the teacher not only captivated students but also significantly reduced their stress levels As they immersed themselves in these narratives, students experienced increased calmness and patience, while also gaining valuable moral lessons applicable to real life Ultimately, students recognized that reading stories served as a powerful motivator, fostering a lasting habit of reading among them.
Weekly observations revealed that students demonstrated increased interest and engagement during story discussions Each time the teacher dedicated class time to these discussions, she noticed heightened student participation and enthusiasm for reading stories.
A total of 39 students expressed a willingness to engage actively in discussions, demonstrating their interest in story-related activities While some preferred to share their thoughts in their native language when struggling with English, their involvement highlighted their enthusiasm for participation.
Summary
This chapter presents an in-depth analysis of the data collected, revealing that while students recognize the importance of reading skills, they face various challenges that hinder their motivation The findings suggest that incorporating short stories can effectively enhance students' motivation to read in English, as these narratives offer numerous benefits that engage and inspire readers.
IMPLICATIONS AND CONCLUSION
Recapitulation
The study explored the factors influencing students' reading motivation and the effects of reading English stories on enhancing this motivation Data was gathered through two surveys conducted before and after the intervention Analysis revealed several factors that could demotivate students in their reading pursuits; however, engaging with stories has been shown to encourage students to read beyond classroom hours The answers to the initial research questions are provided below.
Research question 1 What factors affect students’ reading motivation?
Data analysis revealed that students recognized the importance of reading skills for mastering English, with over half rating their reading abilities as good However, their interest in reading was hindered by challenges such as limited vocabulary, insufficient grammatical and social knowledge, unengaging topics, and a lack of resources Consequently, most students read infrequently outside of class, only engaging with texts when preparing for exams, during free time, or when assigned by teachers.
The type of text and the topics chosen for reading significantly influence students' motivation to read The study found that selecting stories is an effective strategy for enhancing reading engagement, as they are the most preferred literary format among students Additionally, themes related to "People" and "Relationships" were particularly appealing and motivating for readers.
“Daily life”, “Natural and animals” are those of students’ interest
Research question 2 How does the use of short stories enhance student’s reading motivation?
The study found that reading stories significantly enhances students' motivation for reading, leading to a notable increase in interest among those who previously disliked it This shift resulted in fewer students disliking reading and more enjoying it, as they recognized the benefits of storytelling for language learning, including improved vocabulary, grammar, and social knowledge Additionally, students gained valuable life lessons and found reading to be an enjoyable form of entertainment that alleviated stress and fostered calmness and patience The research indicates that students' intrinsic motivation improved through the engagement with short stories, and most participants expressed a desire to continue reading English stories beyond the study period.
Implications
Reading English stories can significantly enhance students' motivation and offer various additional benefits, making it essential to promote this activity in English classrooms To maximize the effectiveness of story reading, several important factors must be considered.
When selecting stories for students, teachers must prioritize careful consideration of several key factors According to Hill (1994, p.15), these factors include: (1) aligning the stories with the students' needs and abilities, (2) ensuring the text's linguistic and stylistic level is appropriate, and (3) assessing the background information necessary for a comprehensive understanding of the material This guidance is equally valuable for researchers tasked with choosing suitable reading materials for students.
According to Grellet (1981), individuals tend to read content that aligns with their interests, and attractive topics can significantly enhance student motivation Spack (1985) emphasizes that students are likely to lose interest when reading material does not engage them Therefore, topics such as people, relationships, daily life, nature, and animals should be prioritized, as they resonate more with students and encourage a greater interest in reading.
To enhance students' reading comprehension, it is essential to select texts that align with their proficiency levels, as overly challenging materials can diminish motivation (Pardede, 2011) Teachers should offer timely support by pre-teaching difficult vocabulary and grammar, as well as explaining cultural differences to aid understanding Additionally, incorporating a variety of engaging activities can spark students' interest in reading Personalization in discussion questions is another effective strategy, making the content more appealing to learners.
It is undeniable that vocabulary knowledge plays a critical role in language learning (Cameron, 2001) because languages are based on words (Thornbury,
Having a strong vocabulary is crucial for language acquisition and effective communication Reading stories enhances students' understanding of new words and aids long-term retention Therefore, educators are encouraged to select texts that are linguistically rich and cover a diverse range of topics, allowing students to encounter useful vocabulary in various contexts and ultimately improve their vocabulary knowledge.
According to the study, students read more when the teachers ask them to, and when they have time and the reasons to do so Therefore, teachers should keep
Encouraging students to read regularly can be enhanced by offering incentives like extra points or small gifts for completing tasks and making progress It's essential for teachers to provide ample reading materials and introduce available resources, allowing students to choose stories independently To prevent overwhelming students, teachers should assign a manageable number of stories Additionally, encouraging students to maintain journals or learning diaries can help monitor their engagement in the learning process.
Integrating story reading into language teaching requires time and effort Teachers interested in using short stories to enhance English reading motivation should consider forming a collaborative team to share the workload and exchange effective practices.
Limitations
Despite the author's significant efforts in this study, certain limitations are present due to both subjective and objective factors Firstly, the research involved a small sample size of only 61 students from two English classes, which may not accurately reflect the reactions of larger groups Secondly, time constraints prevented the author from conducting a second cycle of research, leaving uncertainty about whether the students continued their reading habits after the intervention period.
The research primarily utilized questionnaires for data collection, incorporating open-ended questions; however, the researcher recommends using additional methods to enhance the reliability of the findings.
Suggestions for further research
For further research, the following topics could be good choices Firstly,
Future research should explore the effects of English story reading on learners across various age groups to determine if the benefits are consistent for all Additionally, examining how storytelling can enhance motivation in learning other language skills or in teaching integrated skills presents a valuable avenue for study Furthermore, investigating the integration of story reading into language teaching curricula and effective methods for implementation could provide significant insights.
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APPENDICES APPENDIX 1 PRE-INTERVENTION QUESTIONNAIRE
This questionnaire seeks to explore your reading habits and the factors influencing your motivation to read, contributing to research on utilizing short stories to encourage student reading Please select the options that best represent you and answer the open-ended questions in the space provided Thank you for your participation.
1 How do you like reading English?
Give two reasons for your answer:
2 How do you evaluate your English reading skills?
3 What is your opinion about the importance of English reading skill?
4 How often do you practice reading English outside the classroom?
C When I have free time and feel like reading
E When my teachers ask me to
5 Why do you read English outside the classroom?
B Because I think reading more in English can help me improve my English skill
C Because my English teacher asks me to
D Because I have to learn to pass my English exam
6 Which difficulties do you encounter in reading English outside the classroom?
C lack of cultural and social knowledge
D Topics are not interesting and unfamiliar
7 Which of the following text-types do you often read outside the classroom?
8 How often do you read English short stories?
C When I have free time and feel like reading
D When my teachers ask me to
9 Which of the following topics are you interested in reading about? (tick all that apply)
E Social issues (crime, politics, science,etc.)
1 How do you like reading now?
Give two reasons for your answer:
2 How has your opinion of reading English short stories changed after this project?
(Tick all that are true for you)
A I come to like reading short stories
B I learn more about English grammar
E My opinion of reading English does not change at all
3 Will you continue to find and read English short stories on your own after this project?
Give two reasons for your answer: