Japanese high school students’ motivation for extensive L2 reading

By A. Takase. Reading in a Foreign Language, 2007

202 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7038c8fb0b23504187f19420cf42f6e517c7068a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Yamashita
2. M. Ahmadi
3. I. Nation
4. Erna Iftanti
5. Stuart Webb
6. D. Beglar
7. T. Fitzpatrick
8. W. Grabe

In Language and Linguistics

1. J. Yamashita
2. M. Ahmadi
3. I. Nation
4. Erna Iftanti
5. W. Grabe
6. Alan Hunt
7. D. Beglar

In Literature and Literary Theory

1. J. Yamashita
2. M. Ahmadi
3. I. Nation
4. Erna Iftanti

Citations in the corpus

• Effects of extensive reading on reading attitudes in a foreign language (2013, background): “I would also like to express my gratitude to the anonymous reviewers of Reading in a Foreign Language for their constructive comments.”
• Research into practice: Vocabulary (2011, background): “Research by Takase (2007), however, shows that if extensive reading is initially given a small amount of classroom time while the learners become used to it, the amount of extensive reading done at home can increase greatly.”
• The Impact of Motivation on Reading Comprehension (2017, background): “Positive relationships between intrinsic motivation and reading amount were found in Takase (2007), Dhanapala (2006), and Tercanlioglu (2001) with EFL learners in Japan, Sri Lanka, and Turkey.”
• A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA (2012, background): “Takase (2007) found that intrinsic motivation is the most powerful factor for motivating learners of any age to read books in both their L1 and L2.”