Japanese high school students’ motivation for extensive L2 reading

Atsuko Takase

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EFL/ESL Teaching and Learning Literacy and Educational Practices Second Language Acquisition and Learning

Abstract

To investigate factors that motivate Japanese high school students to read English extensively, I assessed 219 female high school students who participated in an extensive reading program for 1 academic year. The results showed that the 2 most influential factors were students’ intrinsic motivation for first language (L1) reading and second language (L2) reading. However, no positive relationship between L1 reading motivation and L2 reading motivation was observed. Follow-up interviews, conducted with 1/3 of the participants, illuminated aspects of the motivation that the quantitative data did not reveal. Several enthusiastic readers of Japanese were not motivated to read in English due to the gaps between their abilities to read in Japanese and in English. In contrast, the intrinsic motivation of enthusiastic readers of English was limited to L2 reading and did not extend to their L1 reading habits.

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1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 1990Flow: the psychology of optimal experience 1991Handbook of reading research 1983Principles and Practice in Second Language Acquisition 1985Social psychology and second language learning : the role of attitudes and motivation 2013Teaching and Researching: Motivation 1997Relations of children's motivation for reading to the amount and breadth of their reading.

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2014A Meta-Analysis of Extensive Reading Research 2010Understanding Advanced Second-Language Reading 2011Research into practice: Vocabulary 2011The Effect of Pleasure Reading on Japanese University EFL Learners’ Reading Rates 2017The Impact of Motivation on Reading Comprehension 2012Using Authentic Materials for Extensive Reading to Promote English Proficiency

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