improving intrinsic motivation in reading: effects of reading strategies instruction
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Improving Intrinsic Motivation in Reading: Effects of Reading Strategies Instruction. Group members 陳毓茜 (Nancy) 鐘晨嫚 (Edith) 宋盛郁 (Ellen). Chapter 1 Introduction. Reading strategies are as tactics that readers use to engage and comprehend text. (Paris, Wasik , and Turner, 1996) - PowerPoint PPT PresentationTRANSCRIPT
Improving Intrinsic Motivation in Reading: Effects of Reading Strategies Instruction
Group members
陳毓茜 (Nancy)
鐘晨嫚 (Edith)
宋盛郁 (Ellen)
Chapter 1Introduction
Reading strategies are as tactics that readers
use to engage and comprehend text. (Paris,
Wasik, and Turner, 1996)
Block (1992) stressed that “strategies reveal
a reader’s resources for comprehending a
text, including how readers conceive a text,
what textual cue they attend to, how they
make sense of what they read, and what they
do when they don’t understand.”
The statement of problem
• The aim of this quasi- experimental
study is to investigate the effects of
reading strategies that relates to intrinsic
motivation in reading.
• This study is to aim to provide profound
insight to EFL reading and gain deeper
understanding of how these two reading
strategies effect English major students’
intrinsic motivation in reading.
Hypotheses
1. The students provided with reading strategies
have higher intrinsic motivation in reading.
2. The use of finding specific information
strategy can improve their intrinsic motivation
in reading.
3. There is a difference between the use of
finding specific information and drawing
conclusions.
Definition of terms• Intrinsic motivation
• Intrinsic motivation is defined as the
doing of an activity for its inherent
satisfactions rather than for some
separable consequence. (Deci& Ryan,
2000)
• Reading strategies
• Strategies include processes for
enhancing reading comprehension and
overcoming comprehension failure.
(Knight, et al, 1985)
Chapter 2Literature Review• The effects of reading strategy
• When learners use reading strategies,
they may construct better reading
comprehension. This reading process
means that they could read beyond the
lines and to think critically (Shelton,
2006).
Literature Review
• The role of intrinsic motivation and reading strategy
• Pintrich and his colleagues studied the
relationships between students’
motivation and strategy use (Pintrich,
1989; Pintrich and De Groot, 1990).
Based on a general expectancy-value
framework, Pintrich (1989) proposed that
students'' motivation consists of three
components: expectancy, value, and
affect.
Literature Review
• Reading Strategy Instruction
• The research (Durkin, 1979) revealed
that teachers actually devoted only 2% of
the classroom time to teach students
how to comprehend what they read.
• To become strategy users, they need
‘‘systematically orchestrated instruction
or training’’ (Alexander, 1996).
Literature Review
• Finding Specific Information
strategy
• According to Grellet & Hadley’s skimming
theory, in a reading process, struggling
readers may raise many questions in
their mind. When they asked of many
questions about the content, the author,
the events, the issues, and the ideas,
they try to find information for answering
questions quickly in their thoughts
Literature Review
• The Strategy of Drawing Conclusion based on clues in the text
• According to the writer Susan Hall (1990), she stressed that “inferring allows readers to make their own discoveries without the direct comment of the author.” That is, inferring relates to the notion of reading between the lines. Readers can make guesses or appropriate inferences about underlying themes in the text or make predication for next theme.
Chapter 3Defined Population
• The defined population includes all
students from English Department at
Providence University.
Participants
• One hundred and six students from two
freshmen classes of English Department
at Providence University voluntarily
participated in this study.
• Their ages were from eighteen to twenty-
one years old.
The demographical information
Experimental group Control group0
5
10
15
20
25
30
35
40
45
50
MaleFemale
The demographical information
Experimental group
Control group36
38
40
42
44
46
48
50
Learning ex-perience in cram schools
Experience in Taking exams for English pro-ficiency
Why we choose freshmen?
• First, with regard to their general
performance in English reading, half of
students, reported that their general
reading performance was good.
• Second, as for learning motivation, most
of students from the two classes
indicated that they had high motivation
in English reading.
Strategy of inquiry
• This study is a quasi-experimental, pretest/posttest, control group
design.
Treatment
• First, the treatment group (Class B)
received the instruction of finding
specific information. We provided the
methods of using the strategy of finding
specific information, such as providing
many questions about the content,
thinking about Wh- questions (Why?
Where? What? Who? How?), and
highlighting the information they found.
Treatment
• Second, the treatment group received
the instruction of drawing conclusions,
including inferential thinking, questions
to generate a conclusion about an
underlying theme, and trying to make a
conclusion from the questions.
Instrumentation
• A motivation and strategy questionnaire,
based on the work of Oxford (1989),
Hung, H., Tsou, W., & Wu, K. Y. (2005),
Chen, Y. R. (2007), Yang, N. D. (1992,
2002), was used to investigate students’
motivation and reading strategies.
Reliability
• Cronbach‘s Alpha .715
(the items of motivation )
• Cronbach‘s Alpha .764
(the items of reading strategy )
Validity
• The questionnaire includes two parts. In
part 1, there were 13 questions about
intrinsic motivation toward English, and 5
items about reading were grouped in a
section. In part 2, 16 questions about
reading strategies were listed in the
questionnaire, in which 5 questions about
finding specific information and 3
questions about drawing conclusions.
Procedure of data collection
pre-test questionnair
e Instruction1
Finding specific
information
Reading test 1
Instruction 2Drawing
conclusions
Reading Test 2
posttestquestion
naire
Method of data analysis
• The descriptive statistics and statistical
analyses for measuring students’ intrinsic
motivation, reading strategies, and the
demographic information were performed
using Statistical Package for Social
Sciences (SPSS).
• Reliability of motivation and strategy
questionnaire Cronbach‘s Alpha
• T-test
Chapter 4Finding
motivation posttest
motivation pretest
0 0.5 1 1.5 2 2.5
pt
Finding
• The chart shows no difference between
the experimental and control groups in
the pretest related to reading motivation,
t (95) = .55, p>.05. It revealed that there
is a significant difference between the
two groups in the posttest related to
reading motivation, t (95) = 2.33, p<.05.
Finding
control group
experimental group
3.2 3.4 3.6 3.8 4
finding specific information drawing con-clusions
Finding
• It revealed that there is a significant
difference between the use of finding
specific information and drawing
conclusions in two groups, p<.05.
Chapter 5Discussion
• Hypothesis 1
• The students provided with reading
strategies have higher intrinsic
motivation in reading.
Discussion
• According to Ryan and Deci (2000),
intrinsic motivation is viewed as human
willingness to engage in tasks. In the
posttest, there was a significant
difference between using reading
strategies and learners’ intrinsic
motivation. One guess is that the
learners are willingness to use reading
strategies to do the test better. They may
think that using strategies is useful in
their reading process.
Discussion
• Hypothesis 2
• The use of finding specific
information strategy can improve
their intrinsic motivation in reading.
Discussion
• Based on the results of data analysis,
there is a significant relationship
between finding specific information and
learners’ intrinsic motivation. Their
intrinsic motivation was high in the
posttest.
Discussion
• This finding is in line with Grellet (1981)
and Hadley’s (1993) skimming theory.
Because of learning experiences and
human willingness, the learners would
want to use finding specific information
strategy for answering questions quickly
to express their thoughts.
Discussion
• Hypothesis 2
• There is a difference between the
use of finding specific information
and drawing conclusions.
Discussion
• In the finding of this study, the learners
were more willingness to use drawing
conclusion strategy than finding specific
information.
Discussion
• Regarding the influence of English
proficiency levels, Susan Hall (1990)
stressed that inferring allows advanced
level of readers to make their own
discoveries without direction. Conversely,
poor level of readers may try to find
answers quickly. To summarize, in the
study, the advanced level of readers may
tend to predict while reading English text
than the poor readers.
Limitations
• First, a random selection is suggested
before the study is conducted, thereby
the findings could be used to generalize
the population of this study.
• Secondly, time for tests was too short,
some students may have the anxiety
such as the nerves to do the tests that
interrupted or impeded their thinking.
Limitations
• Thirdly, it is better to conduct the long-
time experiment to observe student’s
motivation changes using reading
strategies several times. This quasi-
experimental study is a short-time study
and it measures students’ reading ability
only one time, so the result may be
unable to reflect the real effect of the
experiment.