The Socio-Linguistic Approach in Reading Motivating in L1 And L2 Secondary Students - Research Paper Example

[19/02 Introduction The major purpose of this paper is to analyse the socio-linguistic approach in reading motivating in L1 and L2 secondary students. In this regard, the majority of the work is based on the research conducted by Wigfield, Guthrie, and McGough. These researchers conducted their research on primary school students through the use of Motivation for Reading Questionnaire (MRQ) to study different aspects of children’s motivation for reading (Schallert and Reed 68-85). There is no doubt that the motivation level for students varies in every sense and often affects their academic performance and achievements. In many cases, it was found that primary and secondary students are comfortable with their mother tongue (L1) but not much with a foreign language (L2) (Ames 2-19). This is where the motivation plays an important and critical role in enhancing the reading and writing scope. This paper aims to study the motivation factors for secondary school students in the United Kingdom. The main idea of the research is to assess how motivated are secondary school students towards reading in a multicultural classroom and if there is a difference in attitude towards reading between male and female L1 and L2 secondary students. In order to form a systematic approach, a MRQ has been developed with nine measuring factors in the form of efficacy, reading challenge, reading curiosity, enjoyment of reading, importance of reading, reading recognition, reading for grades, social reason for reading, and reading competition (Alexander and Filler 154-167). All these factors have different items and each item has different grading. The basic purpose of this study is to analyse key motivating factors towards learning. In order to further offer a systematic approach to the study; a detailed understanding over the MRQ and participants in the form of 80 secondary students and 20 parents has been presented in the next part of the discussion. DEVELOPMENT OF THE MRQ In order to develop the MRQ, the researcher formed a systematic approach by combining the work of general motivation literature and literacy motivation. Many researchers argued that general motivation is dependent on intrinsic and extrinsic rewards where individual are motivated as per the intrinsic and extrinsic rewards. In this regard, achievement behaviour plays an important role. When desired achievements are achieved, it offers a sense of reward and satisfaction (Carver and Leibert, 26-48). However, majority of the motivational theories and research are very much general in nature and not many studies are conducted on motivation on specific areas like reading. Thus, this research will try to fill this literature gap by including information over reading motivation factors in a critical manner. Literacy researchers have looked into factors motivating students towards reading but majority of these factors are related to general motivation theories and constructs. In this regard, efficacy plays an important role as children are bound to develop interest for reading when there is a sense of belief in terms of mastering the reading. However, they also assess a challenge that is another factor for the questionnaire formulation (McKenna, et al 934- 955). The next dimension is based on intrinsic and extrinsic rewards based on the general motivational theories. Intrinsic motivational factors are based on the interest and enjoyment being derived from the activities. For this three dimensions will be analysed in the form of reading curiosity, reading with enjoyment, and importance of reading. Extrinsic motivation is based on deriving or achieving specific rewards and for this two dimensions will be evaluated in the form of recognition for reading and reading for grades (Oldfather and Wigfield 89-113). In both these cases, students read to achieve desirable grades and extrinsic rewards are often assumed to be the most powerful source of motivation. The final aspect includes social aspect for reading that encompasses social reason for reading and competition in reading. Overall, it can be said that the approach has been kept simple by integrating general and literacy motivation dimensions and further exploring them with different factors in a critical manner (Schallert and Reed 68-85). Use of MRQ The MRQ can be used by teachers and parents to assess the motivation level of students in a systematic manner. This can be used in the context of primary and secondary students. In this regard, the focus will be on secondary students aged between 12-15 years in the United Kingdom. MRQ can be conducted at the beginning and at the end of the school year to assess the motivation level in a succinct manner (Wigfield and Guthrie 420-23). This can also be used to assess the individual motivation level of students. The basic utility of MRQ is based on evaluating the overall interest and motivation level of students through a set of questions based on different dimensions. The use of MRQ is generally accepted and appreciated by a number of literacy researchers mainly because of its simplicity and clear results (Ames 261-271). The present research will include MRQ analysis on 80 students of an international British school and 20 parents to form sound conclusion. Implementation of MRQ In order to implement the MRQ, the researcher targeted 80 L1 and L2 secondary students studying in an international British school. These students were offered questionnaire based on the discussed nine dimensions. All these dimensions have different factors having different numeric value. The secondary students included both male and female students and the idea was to assess the motivation difference between the two genders in terms of reading. To identify the sample size, the researcher contacted the school administrators and prior permission was taken to target a multicultural class. In terms of the interview, the researcher targeted both parents and teachers to assess their views on what motivates students to read in a zealous manner. The interviews have been presented in a theoretical manner by highlighting the key findings in the following discussion. Overall, it can be said that the researcher formed a systematic approach while implementing the MRQ to seek results and outcomes pertaining to the factors motivating reading. The next part of the discussion presents an understanding over the methodology chapter. Methodology Saunders, et al (2007) stated that the research methodology plays an important role in deriving the key outcomes of the research in a significant manner. In this regard, it is important to derive appropriate methodology elements to seek relevant outcomes and findings. Pertaining to this, the anti-positivism research philosophy will be used that is driven by practical assessment of the research issue. The anti-positivism research philosophy believes that reality can be underpinned through thorough assessment of the research issues based on personal observations and analysis. The positivism research philosophy cannot be used as it states that reality is always fixed and cannot be underpinned and explored. The researcher will also use the inductive research approach that is driven by the analysis of the research issues based on personal observations often offering general results and outcomes. The deductive research approach cannot be used as the research will not use any hypotheses and quantitative tools to achieve the research aim. The research design will be qualitative in nature as the absence of quantitative tools will not allow having qualitative analysis. The research will be driven by primary and secondary findings but majority of the focus will be on the primary data in order to present the current situation in a critical manner. Detailed information over the primary data analysis will be shared in the next part of the discussion along with formulating questionnaires that will lead to relevant findings and outcomes. In terms of the ethical issues, it can be believed that the researcher will form an honest and transparent approach by safeguarding the interest of the research participants. Their confidential details will not be shared with anyone and without their prior consent; information will not be shared with anyone. This will help in being ethical and honest in the research process. Overall, it can be said that the research methodology is robust enough to seek relevant findings and outcomes pertaining to the research and will help in achieving the purposed aims in a desired manner. The next part of the discussion illustrates the questionnaires along with key information over the interview and survey process in a succinct manner. Scales on the Motivations for Reading Questionnaire Reading Efficacy I am a good reader- I am sure that I will do well in reading next year- I learn more from reading compared to other students- I am best at reading compared to other subjects- Reading Challenge I like challenging books- If the book is interesting, I can read hard material- I learn difficult things while reading - I like it when question in the book make me think- If the book is interesting, I even study hard materials - Reading Curiosity If the teaching is interesting, I may read a lot more If I am reading something interesting, I loose track of time I like to read about new things if the material is interesting I like reading about new things I love reading about my interest areas Enjoyment of Reading I make pictures in my mind while reading I read a lot whenever I get time I enjoy a lot when I read I like adventurous stories Importance of Reading It is very important to be a good reader In comparison to other activities, it is important to be a good reader Reading Recognition I like when teachers praise my reading My friends tell me that I am a good reader I like receiving compliments for my reading I like the feeling when my reading is recognised and appreciated Reading for Grades Grades are a good way to assess how well one is reading I like to see my writing grade too often I read to improve my grades My parents and friends often ask me about my grade Social Reason for Reading I often visit the library with my family and friends I sometimes read for my parents I often trade books with my friends I like to know what my friends are reading I often help my friends and family with the reading Reading Competition I try to get more correct answers compared to my friends I like the feeling of being best at reading It is important for me to have my name on the best reader list I am willing to work hard to achieve great grades at any cost I like to finish my reading before my friends For this particular paper, a total of 9 dimensions will be added including 38 different factors in order to assess the motivation factors pertaining to reading. Student will be further asked to offer grade on a scale of 1 to 4 with 4 being the highly preferred and highest and 1 being the least preferred and lowest. The basic purpose of using these questionnaires is to assess the motivating factors enhancing the interest level of students along with ascertaining factors that play an important role in creating interest in reading for students. Reading is based on the interest that needs to be created by highlighting the significance and importance in a critical manner. These questionnaires will be distributed in the class among 80 students in a British International School. It needs to be mentioned that the class is multi-cultural highlighting the fact that there will be students of different culture and thus making the study all the more interesting in terms of assessing the reading interest of students in the multi-cultural environment. Furthermore, the researcher is also interested in knowing the interest and motivating factors of males and females in the class and thus difference attitude behavior of both the males and females students will be studied in a critical manner. The researcher will not force students to answer each and every question but will request them to be honest and transparent in their approach while answering the questions. The answers of all the questions will be analysed and studied in a critical manner. First of all, group analysis of different factors will be conducted by adding the total score and deriving the average by dividing the total number of results with the number of options. Furthermore, individual analysis of each factor will be performed to identify the most important motivating factors for students. At the same time, individual analysis of different factors in the context of male and female students will be conducted to assess the difference in the attitude behaviour of different genders. All these activities will help in analysing the stated aims of the study in a succinct manner. It needs to be mentioned that in order to assess the importance, acceptance, and viability of the questionnaires; the researcher will conduct a pilot study with five students. This will help in ascertaining the success and acceptance of the questionnaires. Based on this, final set of questionnaires will be distributed in the class and a time limit of 30 minutes will be offered to students to write appropriate answers and thus completing the survey. Interview Analysis Interviews will be conducted on 10 parents and 10 teachers at the school and their views and opinions were collected using open ended questions. Interviews will be in the form of focus group where group of parents and teachers will be asked five questions and through an interactive session views will be shared and exchanged. The name and details of the participants of focus group interviews will not be included because of the confidentiality concerns. The basic purpose of conducting interviews is based on the fact that students will not be having great deal of idea on motivating factors motivating them to read L1 and L2. Thus, it is important to garner the views and opinions of parents and teachers. Parents will be identified using random sampling method where 10 parents will be selected randomly and will be asked to share their views and opinions. Parents will be requested to visit the school premise and focus group interviews will be conducted in an in-depth manner. Interviews will be conducted for half an hour and results will be analysed by writing the views and opinions of the participants. In this regard, common themes will be identified and related with the findings of the surveys conducted on students. On the other hand, interviews with teachers will also be conducted on the similar line where teachers will be identified using random sampling method. A total of ten teachers will be identified and five different questions will be asked to them on motivating factors pertaining to reading in the context of L1 and L2 students. The basic purpose of conducting interviews with teachers is based on the fact that teachers know the mindset of students and this will help the researcher to understand the common psyche of students. The views and opinions of the teachers will be collected through focus group interviews to be conducted in the school premise and will continue for half an hour. These garnered views will be related with the views and opinions of parents and students and appropriate findings and conclusions will be derived. This will help in forming relevant findings helping in concluding the research study in a rationale manner. Conclusion The secondary research revealed that motivation for reading requires a bit of motivation that can enhance the overall interest and enthusiasm level. It was found that intrinsic and extrinsic rewards along with appreciation and recognition often played a bigger role in terms of motivating students towards reading. On the other hand, social and academic pressure acts as a compulsion to read that did not always act as a positive motivation. It was concluded that reading is indeed based on the motivation and self efficacy needs to be improved and shaped in a critical manner. Furthermore, the focus should be on highlighting the importance and advantages of reading by motivating students through intrinsic and extrinsic rewards and developing innovative and interesting content that will create high level of interest. This will also help in achieving the aims of the recommended research in a well planned manner. In order to further assess the research aim, it has been recommended that primary research needs to be conducted that will help in assessing and analysing the views and opinions of the parents, teachers, and students. Overall, it can be said that the research proposal has been presented in a systematic and organized manner by highlighting the importance of the primary and secondary research in a critical manner. Works Cited Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271 Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49, 2–19 Alexander, J.E., & Filler, R.C. (1976). Attitudes and reading. Newark, DE: International Reading Association. Print Chapman, J.W., & Tunmer, W.E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154–167 Carver, R.P., & Leibert, R.E. (1995). The effect of reading library books at different levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30, 26–48 McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–955. McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934–955 Oldfather, P., & Wigfield, A., (1996). Childrens motivations for literacy learning. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 89-113). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Print Schallert, D.L., & Reed, J.H. (1997). The pull of the text and the process of involvement in reading. In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 68–85).Newark, DE: International Reading Association. Print Wigfield, A., & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–43 Read More