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The effects of extensive reading on ...

Takase, Atsuko.

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The effects of extensive reading on the motivation of Japanese high school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of extensive reading on the motivation of Japanese high school students./
Author:	Takase, Atsuko.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2429.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097732
ISBN:	0496453459

The effects of extensive reading on the motivation of Japanese high school students.
Takase, Atsuko.

The effects of extensive reading on the motivation of Japanese high school students. - 160 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2429.

Thesis (Ed.D.)--Temple University, 2003.

The purpose of this study is to investigate high school EFL (English as a foreign language) students' motivation to engage in extensive reading by examining the relationship between their attitudes/motivation and the amount of reading they did. In this study, approximately 220 second-year female high school students aged 16 to 17 participated in an extensive reading program for one academic year. Questionnaires investigating students' attitudes/motivation toward reading English and reading Japanese were administered at the beginning and the end of the year. Questionnaire data were analyzed using factor analyses to determine the factors that motivated the students to read English books. A multiple regression analysis using factor scores was then performed to determine what factors best predicted students' motivation to read English books. Seven factors were found, and among them, Intrinsic Motivation toward Reading English and Intrinsic Motivation toward Reading Japanese were determined to be the best predictors of the participants' motivation to read English. The relationship between L1 reading habits and L2 reading performance was investigated through participants' self-reported reading data and subsequent interviews; however, the results indicated that there was little relationship between the two factors. In addition, participants were divided into three groups based on the amount read during the academic year. The differences among the three groups in sub-component scores and their changes were analyzed in order to determine the impact of extensive reading on the students' motivation. No significant results were found; however, strong impacts were observed in the middle and the low groups in terms of affect and increases in those learners' sense of achievement. Qualitative data were collected through interviews with 81 participants. Many of them expressed favorable attitudes toward reading English books and reported gains in self-confidence in learning English as a result of participating in the extensive reading program. The significant gains in proficiency and motivation scores after the treatment verify the usefulness of extensive reading.

ISBN: 0496453459Subjects--Topical Terms:

1017790
Education, Reading.

The effects of extensive reading on the motivation of Japanese high school students.
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100 1 $a Takase, Atsuko. $3 1936164
245 1 4 $a The effects of extensive reading on the motivation of Japanese high school students.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2429.
500 $a Major Advisers: James Dean Brown; Kenneth Schaefer.
502 $a Thesis (Ed.D.)--Temple University, 2003.
520 $a The purpose of this study is to investigate high school EFL (English as a foreign language) students' motivation to engage in extensive reading by examining the relationship between their attitudes/motivation and the amount of reading they did. In this study, approximately 220 second-year female high school students aged 16 to 17 participated in an extensive reading program for one academic year. Questionnaires investigating students' attitudes/motivation toward reading English and reading Japanese were administered at the beginning and the end of the year. Questionnaire data were analyzed using factor analyses to determine the factors that motivated the students to read English books. A multiple regression analysis using factor scores was then performed to determine what factors best predicted students' motivation to read English books. Seven factors were found, and among them, Intrinsic Motivation toward Reading English and Intrinsic Motivation toward Reading Japanese were determined to be the best predictors of the participants' motivation to read English. The relationship between L1 reading habits and L2 reading performance was investigated through participants' self-reported reading data and subsequent interviews; however, the results indicated that there was little relationship between the two factors. In addition, participants were divided into three groups based on the amount read during the academic year. The differences among the three groups in sub-component scores and their changes were analyzed in order to determine the impact of extensive reading on the students' motivation. No significant results were found; however, strong impacts were observed in the middle and the low groups in terms of affect and increases in those learners' sense of achievement. Qualitative data were collected through interviews with 81 participants. Many of them expressed favorable attitudes toward reading English books and reported gains in self-confidence in learning English as a result of participating in the extensive reading program. The significant gains in proficiency and motivation scores after the treatment verify the usefulness of extensive reading.
590 $a School code: 0225.
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650 4 $a Psychology, General. $3 1018034
650 4 $a Education, Secondary. $3 539262
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790 1 0 $a Schaefer, Kenneth, $e advisor
790 $a 0225
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097732