Email this article 
Hide
Show all
Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study
Abstract
This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners (N=100) and 30 teachers (N=30) from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.
Keywords
Full Text:
PDFReferences
Afflerbach, P., Kim, J-Y., Crasses, M. E., & Cho, B-Y. (2011). Best practices in literacy assessment. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed.) (pp. 319-341). New York, NY: The Guilford Press.
Ainscough, V. (1997). Reflection in action: Increasing teacher awareness of the learning. System, 25, 571-579.
American Educational Research Association. (2011). AERA Code of Ethics. Educational Researcher, 40(3), 145-156.
Anastasiadou, S. D. (2009). Multivariate statistical analysis of Greek pupils’ attitudes toward reading. International Journal of the Book, 6(1), 35-43.
Anderson Swan, E. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong readers. New York, NY: The Guilford Press.
Antonio, D., & Guthrie, J. T. (2008). Reading is social: Bringing peer interaction to the text. In J. T. Guthrie (Ed.), Engaging adolescents in reading (pp. 49-63). Thousand Oaks, CA: Corwin Press.
August, D., & Shanahan, T. (2008). Intro and methodology. In D. August & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the report of the national literacy panel on language-minority children and youth (pp. 1-18). New York, NY: Routledge, the Centre for Applied Linguistics, and the International Reading Association.
Aunario, J. (2004). Reading self-concept and intrinsic motivation in cooperative learning (Unpublished Master's dissertation). University of the Philippines, Diliman, Philippines.
Baker, L., & Wigfield, A. (1999). Motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
Berkeley, S., Mastropieri, M. A., & Scruggs, T. E. (2011). Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44(1), 18-32.
Blackburn, B. R. (2013). Classroom motivation from A to Z: How to engage your students in learning. New York, NY: Routledge.
Borg, S. (2008). English language teachers’ beliefs about research: Perspectives from the Netherlands. Journal of the Dutch Association of Modern Language Teachers, 9(3), 3-13.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370-380.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101.
British Educational Research Association. (2011). Ethical guidelines for educational research. London: BERA.
Brown, A. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93, 46-60.
Bruner, J. S. (1961). The process of education. Cambridge, MA: Harvard University Press.
Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. The NERA Journal, 46(1), 16-29.
Cirocki, A. (2008). Extensive reading approach to literature in the EFL secondary school classroom: A qualitative study (Unpublished doctoral thesis). Adam Mickiewicz University, Poznan, Poland.
Cirocki, A. (2016). Developing learner autonomy through tasks: Theory, research, practice. Halifax: LinguaBooks.
Cremin, T., Mottram, M., Collins, F. M., Powell, S., & Safford, K. (2014). Building communities of engaged readers: Reading for pleasure. New York, NY: Routledge.
Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge: Cambridge University Press.
Department of Education K to 12. (2013). K to 12 English curriculum guide. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2015/English%20CG%20for%20reuploading_03.04.15.pdf#overlay-context=k-to-12/About/curriculum-guides/Grade-1-10
Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), 18-36.
Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching motivation (2nd ed.). New York, NY: Routledge.
Dudley Marling, C. (2009). Home-school literacy connections: The perceptions of African American and immigrant ESL parents in two urban communities. Teachers College Record, 111(7), 1713-1752.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation. In N. Eisenberg (Ed.), Handbook of child psychology (5th ed., vol. 3, pp. 1017-1095). New York, NY: Wiley.
Ediger, M. (2008). Psychology of parental involvement in reading. Reading Improvement, 45, 46-52.
Ehrman, M. E., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.
Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice. Language Teaching Research, 19(5), 594-610.
Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9(2). Retrieved from http://tesl-ej.org/ej34/a9.pdf
Fisher, P. J., Bates, A., & Gurvitz, D. J. (2014). The complete guide to tutoring struggling readers. Mapping interventions to purpose and CCSS. New York, NY: Teachers College Press.
Fried, R. (1995). The passionate teacher: A practical guide. Boston, MA: Beacon Press.
Gambrell, L. B. (2011). Seven rules of engagement. What's most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.
Gerami, M. R., & Noordin, N. B. T. (2013). Teacher cognition in foreign language vocabulary teaching: A study of Iranian high school EFL teachers. Theory & Practice in Language Studies, 3(9), 15-31.
Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44-60.
Guthrie, J. T. (Ed.). (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.
Guthrie, J. T., Coddington, C. S., & Wigfield, A. (2009). Profiles of motivation for reading among African American and Caucasian students. Journal of Literacy Research, 41, 317-353.
Guthrie, J. G., Van Meter, P., McCann, A., Wigfield, A., Bennett, L., Poundstone, C., Rice, M. E., Faibisch, F., Hunt, B., & Mitchell, A. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-333.
Harste, J. C., & Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P. D. Pearson (Ed.), Reading: Theory, research and practice (pp. 32-40). New York, NY: National Reading Conference.
Hayes, J. (2002). Interpersonal skills at work (2nd ed.). Hove: Routledge.
Heafner, T. L., & Spooner, M. (2008). Promoting learning in a professional development school: Helping students "get over the mountain". In I. N. Guadarrama, J. M. Ramsey, & J. L. Nath (Eds.), University and school connections: Research studies in professional development schools (vol. 3, pp. 117-150). Charlotte, NC: Information Age Publishing.
Henry, A. J. (2009). Gender differences in compulsory school pupils' L2 self-concepts: A longitudinal study. System, 37, 177-193.
Jackson, P. (1968). Life in classrooms. New York, NY: Holt, Rinehart & Winston.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
Kaplan, D. S., Peck, B. M., & Kaplan, H. B. (1997). Decomposing the academic failure-dropout relationship: A longitudinal analysis. Journal of Educational Research, 90, 331-343.
Khan, T. J. (2016a). Motivation for reading English as a Second Language (ESL) through the use of WhatsApp among graduate students of government college township, Lahore (Pakistan). International Journal of Pure and Applied Researches, 1(2), 220-231.
Khan, T. J. (2016b). Exploration of instrumental and integrative motivation for reading English as a second language among second year pre-university students of government MAO college, Lahore (Pakistan). Open Journal of Social Sciences, 4, 69-76.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. New York, NY: Cambridge University Press.
Kush, J. C., Marley, W. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading on achievement and reading attitude. Educational Research and Evaluation, 11(1), 29-44.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
Landing-Corretjer, G. R. (2015). The truth about homework from the students' perspective. USA: Lulu Publishing Services.
Liao, W. Y. (2009). A study of the motivation, attitudes, self-efficacy, and achievements in English learning of vocational high school students in metropolitan Taipei (Unpublished Master’s dissertation). Nationl Hualien University of Education, Hualien, Taiwan.
Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162.
Lukhele, B. B. S. (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland. Reading & Writing, 4(1). Retrieved from http://dx.doi.org/ 10.4102/rw.v4i1.28
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3/4), 399-427.
Mante-Estacio, M. J. (2012). Dimensions of reading motivation among Filipino bilinguals. TESOL Journal, 7, 10-29.
Marshall, M. (2012). Discipline without stress, punishments or rewards: How teachers and parents promote responsibility and learning (2nd ed., revised). Los Alamitos, CA: Piper Press.
Martinez, M. E. (2010). Learning and cognition: The design of the mind. Upper Sadle River, NJ: Merrill.
McGlinn, J., & Parrish, A. (2002). Accelerating ESL students’ reading progress with accelerated reader. Reading Horizons, 42(2), 175-189.
McKenna, M. C. (2001). Development of reading attitudes. In L. Verhoeven & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 124-144). Mahwah, NJ: Lawrence Erlbaum Associates.
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., & Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.). New York, NY: Guilford.
McKenna, M., Stratton, B., Grindler, M., & Jenkins, S. (1995). Differential effects of whole language and traditional instruction on reading attitudes. Journal of Reading Behavior, 27, 19-44.
Merisuo-Storm, T., & Soininen, M. (2012) Constructing a research-based program to improve primary school students’ reading comprehension skills. IJCDSE, International Journal for Cross- Displinary Subjects in Education, 3(3), 755-762.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
Naseri, M., & Zaferanieh, E. (2012). The relationship between reading self-efficacy beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2, 64-75.
Nicholls, J. G., Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Child Development, 55, 1990-1999.
O'Donnell-Allen, C. (2006). The bookclub companion: Fostering strategic readers in the secondary classroom. Portsmouth, NH: Heinemann.
Olson, K. (2008). The wounded student. Educational Leadership, 65(6), 46-49.
Ordonez-Jasis, R., & Ortis, R. W. (2006). Reading their worlds: Working with diverse families to enhance children's early literacy development. Young Children, 61, 42-48.
Orencia, M. A. R. (2006). Enhancing pupils reading comprehension and attitudes through a whole language-inspired
literature-based reading program. CELEA Journal, 29(3), 3-18.
Perez, M. (2004). Personality types, motivational factors, and reading performance of high school students (Unpublished Master's dissertation). University of the Philippines, Diliman, Philippines.
Pressley, M., & Allington, R. L. (2015). Reading instruction that works: The case for balanced teaching (4th ed.). New York, NY: The Guilford Press.
Quirk, M., Unrau, N., Ragusa, G., Rueda, R., Lim, H., Velasco, A., Fujii, K., Bowers, E., Nemerouf, A., & Loera, G. (2010). Teacher beliefs about reading motivation and their enactment in classrooms: The development of a survey questionnaire. Reading Psychology, 31(2), 93-120.
Richards, H. C., & Bear, G. G. (1986). Attitudes toward school subjects of academically unpredictable elementary school children. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.
Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Richardson, V. (2003). Pre-service teachers' beliefs. In J. Raths & A. Raths McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 1-42). Greenwich, CT: Information Age Publishing.
Ro, E. (2013). A case study of extensive reading with an unmotivated L2 reader. Reading in a Foreign Language, 25(2), 213-233.
Roe, A. (2016). Students' perspectives on reading instruction and reading engagement. In K. Klette, O. K. Bergem, & A. Roe (Eds.), Teaching and learning in lower secondary schools in the era of PISA and TIMSS (pp. 85-100). Cham: Springer.
Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 1-17.
Sani, B. B., Chik, M. N. B. W., Nik, Y. B. A., Raslee, N. A. B. (2011). The reading motivation and reading strategies used by undergraduates in University Teknologi MARA Dungun, Terengganu. Journal of Language Teaching & Research, 2(1), 32-39.
Sendan, F., & Roberts, J. (1998). Orhan: A case study in the development of a student teacher’s personal theories. Teachers and Teaching: Theory and Practice, 4, 229-244.
Stevens, S. (2011). Entering bookworld: How to help both boys and girls in class read alouds. Teacher as Leader, EDU 600, 1-9.
Su, M. H-M., & Wang, J. J. (2012). A study of English self-efficacy and English reading proficiency of Taiwanese junior high school students. International Journal of Asian Social Science, 2(7), 984-998.
Ünal, E. (2010). An analysis of the reading attitudes of elementary school fourth and fifth grade students. The New Educational Review, 22(3-4), 117-127.
Urdan, T. C. & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
van Haren, R., & Vervoorn, J. (2012). Really teaching reading: Revisiting a MyRead strategy in a secondary English classroom. In J. Manuel & S. Brindley (Eds.), Teenagers and reading: Literary heritages, cultural contexts and contemporary reading practices (pp. 141-160). Kent Town: Wakefield Press in association with the Australian Association for the Teaching of English.
Weathington, B. L., Cunningham, C. J. L., & Pittenger, D. J. (2010). Research methods for the behavioral and social sciences. New York, NY: John Wiley & Sons.
Wigfield, A. (2000). Facilitating children’s reading motivation. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 140-158). New York, NY: The Guilford Press.
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, 420-432.
Wigfield, A., & Tonks, S. (2010). The development of motivation for reading and how it is influenced by CORI. In J. T. Guthrie, A. Wigfield, K. C. Perencevich (Eds.), Motivating reading comprehension. Concept oriented reading instruction (pp. 249-272). Mahwah, NJ: Lawrence Erlbaum Associates.
Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school contexts. In. A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 23, pp. 73-118). Washington, DC: American Educational Research Association.
Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest: Pearson Australia.
Yamashita, J. (2013) Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Yang, L., & Gao, S. (2013). Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26(2), 128-145.
Yukawa, J. (2006). Co-reflection in online learning: Collaborative critical thinking as narrative. International Journal of Computer-Supported Collaborative Learning, 1(2), 203-228.
Zepeda, S. J. (2015). Job-embedded professional development: Support, collaboration, and learning in schools. New York, NY: Routledge.
Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China. Cham: Springer International Publishing.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.
DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.7p.1
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.