ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES
Main Article Content
Abstract
Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.
Article Details
Keywords
English language learning, English-majored students, motivation, reading comprehension, cognitive/metacognitive reading strategies
References
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Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/s0346-251x(01)00039-2
Tran, Q. T., & Duong, M. T. (2018). The difficulties in ESP reading comprehension encountered by English-majored students. VNU Journal of Foreign Studies, 34(2), 151-161. https://doi.org/10.25073/2525-2445/vnufs.4253
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Traxler, M. J., Long, D. L., Tooley, K. M., & Johns, C. L. (2012). Individual differences in eye-movements during reading: Working memory and speed-of-processing effects. Journal of Eye Movement Research, 5(1), 1-16. https://doi.org/10.16910/jemr.5.1.5
Ur, P. (1996) A course in language teaching: Practice and theory. Cambridge University Press.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53, 1003-1017.
Weiler, A. (2005). Information-seeking behavior in Generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31(1), 46-53.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
William, M., & Burden, R. L. (1997). Psychology for Language Teachers. Cambridge University Press.
Yunus, M. M., & Abdullah, N. R. K. R. B. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia - Social and Behavioral Sciences, 15, 2631-2636. https://doi.org/10.1016/j.sbspro.2011.04.160
Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33.
Brown, H. D. (2001). Teaching by Principles: An interactive approach to language pedagogy (2nd ed.). Pearson.
Chambers, G. N. (1999). Motivating Language Learners. Multilingual Matters.
Cogmen, S., & Saracaloglu, A. S. (2009). Students’ usage of reading strategies in the faculty of education. Procedia - Social and Behavioral Sciences, 1(1), 248-251. https://doi.org/10.1016/j.sbspro.2009.01.045
Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512. https://doi.org/10.1111/j.1467-1770.1991.tb00690.x
Dao, T. M. H. (2010). The relationship between first-year Nghe An College students' motivation to read and their use of reading strategies [Master’s thesis, Vietnam National University, Hanoi]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/40767
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Finegan, E. (1999). Language: Its structure and use (3rd ed.). Harcourt Brace College Publishers.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivations. Edward Arnold.
Goodman, K. S. (1988). The reading process. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 11-21). Cambridge University Press.
Guo, L., & Zhang, X. (2020). Cognitive and metacognitive reading strategies training in EFL reading. Advances in Social Science, Education and Humanities Research, 428, pp. 110-114. https://doi.org/10.2991/assehr.k.200401.028
Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategies of ESL in an intensive English learning context. System, 34(3), 399-415. https://doi.org/10.1016/j.system.2006.02.002
Luc, T. M. B. (2011). Developing motivation in learning English reading skill of the students at Thieu Hoa high school, Thanh Hoa province [Master’s thesis, Vietnam National University, Hanoi]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/40648
Mart, C. T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2(6), 91-96. https://doi.org/10.5539/ijel.v2n6p91
Ngo, H. T. (2015). An investigation into students’ motivation to learn English in higher education in Vietnam [Doctoral dissertation, Queensland University of Technology]. https://eprints.qut.edu.au/84470/
Nguyen, C. H. (2019). Motivation in learning English language: A case study at Vietnam National University, Hanoi. European Journal of Educational Sciences, (1), 49-65.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280. https://doi.org/10.1598/rt.58.3.5
Richards, R., & Thomas, G. (1987). Being an effective reading teacher. Harper and Row Publishers.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/s0346-251x(01)00039-2
Tran, Q. T., & Duong, M. T. (2018). The difficulties in ESP reading comprehension encountered by English-majored students. VNU Journal of Foreign Studies, 34(2), 151-161. https://doi.org/10.25073/2525-2445/vnufs.4253
Tran, Q. T., & Tran, T. S. (2018). Factors affecting EFL reading comprehensibility of Vietnamese secondary school students: A Case Study. In Faculty of Foreign Languages (Eds.), Proceedings of the International conference: Language Teaching and Learning Today 2018 (pp. 289-302). Vietnam National University, Ho Chi Minh Press.
Traxler, M. J., Long, D. L., Tooley, K. M., & Johns, C. L. (2012). Individual differences in eye-movements during reading: Working memory and speed-of-processing effects. Journal of Eye Movement Research, 5(1), 1-16. https://doi.org/10.16910/jemr.5.1.5
Ur, P. (1996) A course in language teaching: Practice and theory. Cambridge University Press.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53, 1003-1017.
Weiler, A. (2005). Information-seeking behavior in Generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31(1), 46-53.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
William, M., & Burden, R. L. (1997). Psychology for Language Teachers. Cambridge University Press.
Yunus, M. M., & Abdullah, N. R. K. R. B. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia - Social and Behavioral Sciences, 15, 2631-2636. https://doi.org/10.1016/j.sbspro.2011.04.160