Volume 2, Issue 1 (3-2017)                   IJREE 2017, 2(1): 1-7 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ahmadi M R. The Impact of Motivation on Reading Comprehension. IJREE. 2017; 2 (1)
URL: http://ijreeonline.com/article-1-35-en.html
Abstract:   (20073 Views)

Motivation is one of the important factors which impacts greatly on language learning. One of the most important factors which receives the special focus in foreign language teaching is reading motivation. More recently, studies on reading motivation have also gained much interest. This review paper is going to consider the impact of reading motivation on reading comprehension. In this paper, the researcher explains the terms reading motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of this study showed that reading motivation had a considerably positive effect on reading comprehension activities.  

Full-Text [PDF 392 kb]   (29156 Downloads)    
Type of Study: Research | Subject: Special

1. Ahmadi, M. R., & Pourhosein Gilakjani, A. (2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060. [DOI:10.4304/tpls.2.10.2053-2060]
2. Alizadeh, M. (2016). The Impact of Motivation on English Language Learning. International Journal of Research in English Education, 1(1), 11-15.
3. Arnold, J. (2000). Affect in Language Learning. Cambridge: Cambridge University Press.
4. Cain, K. J., Oakhill, J., & Bryant, P. (2004). Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. Journal of Educational Psychology, 96(1), 31-42. [DOI:10.1037/0022-0663.96.1.31]
5. Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading. Modern Language Journal, 73, 120–133. [DOI:10.1111/j.1540-4781.1989.tb02534.x]
6. Cox, K. E., & Guthrie, J. T. (2001). Motivational and Cognitive Contributions to Students' Amount of Reading. Contemporary Educational Psychology, 26(1), 116-131. [DOI:10.1006/ceps.1999.1044] [PMID]
7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press. [DOI:10.1007/978-1-4899-2271-7]
8. Dhanapala, K. V. (2006). Intrinsic Motivation, Extrinsic Motivation and L2 Reading Comprehension of University Learners in Japan and Sri Lanka. Proceedings of the JACET Summer Seminar, 6, 39–43.
9. Dörnyei, Z. (1990). Conceptualizing Motivation in Foreign Language Learning. Language Learning, 40, 46-78. doi: 10.1111/j.1467-1770.1990.tb00954.x [DOI:10.1111/j.1467-1770.1990.tb00954.x]
10. Dornyei, Z. (2006). Individual Differences in Second Language Acquisition. AILA Review, 19(1), 42-68.
11. Falk, J. (1978). Linguistics and Language: A Survey of Basic Concepts and Implications (Eds.). John Wiley and Sons.
12. Gardner, R. C., & Lambert, W. E. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology, 13, 191–197. [DOI:10.1037/h0083787]
13. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley: Newbury House.
14. Gottfried, A. E. (1990). Academic Intrinsic Motivation in Young Elementary School Children. Journal of Educational Psychology, 82(3), 525-538. http://dx.doi.org/10.1037/0022-0663.82.3.525 [DOI:10.1037/0022-0663.82.3.525]
15. Gottfried, A. W., Cook, C. R., Gottfried, A. E., & Morris, P. E. (2005). Educational Characteristics of Adolescents with Gifted Academic Intrinsic Motivation: A Longitudinal Investigation from School Entry through Early Adulthood. Gifted Child Quarterly, 49(2), 172-186. doi:10.1177/001698620504900206 [DOI:10.1177/001698620504900206]
16. Grabe, W. (2009). Reading in a Second Language; Moving from Theory to Practice. New York: Cambridge University Press.
17. Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. New York: Pearson Education.
18. Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children. British Journal of Educational Psychology, 80(4), 711–735. [DOI:10.1348/000709910X499084] [PMID]
19. Guthrie, J. T., & Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (Eds.), Handbook of Reading Research. (Vol. III, pp. 403-22). Mahwah, NJ: Lawrence Erlbaum Associates.
20. Hairul, N. I., Ahmadi, M. R., & Pourhosein Gilakjani, A. (2012). The Role of Reciprocal Teaching Strategy as an Important Factor of Improving Reading Motivation. Elixir Edu. Tec, 53(3) 11836-11841.
21. Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.
22. Joffe, V., Cain, K., & Maric, N. (2007). Comprehension Problems in Children with Specific Language Impairment: Does Mental Imagery Training Help? International Journal of Language and Communication Disorders, 42(6), 648-664. [DOI:10.1080/13682820601084402] [PMID]
23. Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge, UK: Cambridge University Press.
24. Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling and C. Hulme (Eds.), The Science of Reading: A Handbook (pp.209-226). Malden, MA: Blackwell. [DOI:10.1002/9780470757642.ch12]
25. Lau, K., & Chan, D. W. (2003). Reading Strategy Use and Motivation among Chinese Good and Poor Readers in Hong Kong. Journal of Research in Reading, 26(2), 177–190. [DOI:10.1111/1467-9817.00195]
26. Lightbown, P. M., & Spada, N. (1999). How Languages Are Learned. Oxford: Oxford University.
27. Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading Motivation and Reading Comprehension in Chinese and English among Bilingual Students. Reading and Writing, 25(3), 717–737. [DOI:10.1007/s11145-011-9297-8]
28. Lucas, R. I. (2010). A Study on Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students. The Philippine ESL Journal, 4, 6-23.
29. Maleki, A., & Zangani, E. (2007). A Survey on the Relationship between English Language Proficiency and the Academic Achievement of Iranian EFL Students. Asian EFL Journal, 9(1), 86-96.
30. McGrew, K. S., & Wendling, B. J. (2010). Cattell-Horn-Carroll Cognitive-Achievement Relations: What We Have Learned from the Past 20 Years of Research. Psychology in Schools, 47(7), 651-675. [DOI:10.1002/pits.20497]
31. Morgan, R., & Fuchs, D. (2007). Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? Exceptional Children, 73(2), 165-183. [DOI:10.1177/001440290707300203]
32. Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Heinemann.
33. Pachtman, A. B., & Wilson, K. A. (2006). What Do the Kids Think? The Reading Teacher, 59(7), 680-684. [DOI:10.1598/RT.59.7.6]
34. Paris, S. G. (2005). Reinterpreting the Development of Reading Skills. Reading Research Quarterly, 40(2), 184–202. [DOI:10.1598/RRQ.40.2.3]
35. Pourhosein Gilakjani, A., & Ahmadi, S. M. (2011). The Effect of Intrinsic and Extrinsic Motivation on Iranian EFL Learners' Language Learning. Iranian EFL Journal, 7(2) 89-97.
36. Pourhosein Gilakjani, A., Leong, L. M., & Saburi, N. B. (2012). Study on the Role of Motivation in Foreign Language Learning and Teaching. I.J. Modern Education and Computer Science, 4(7), 9-16. [DOI:10.5815/ijmecs.2012.07.02]
37. Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education, 6(2), 229-240. [DOI:10.5296/jse.v6i2.9201]
38. Rahmani, M., & Sadeghi, K. (2011). Effects of Note-taking Training on Reading Comprehension and Recall. Reading, 11(2), 116-128.
39. Rosenfield, M., Leung, S., & Oilman, P. K. (2001). The Reading, Writing, Speaking, and Listening Tasks Important for Academic Success at the Undergraduate and Graduate Levels (TOEFL Monograph Series, No. 21). Princeton, NJ: Educational Testing Service.
40. Ryan, R. M., & Deci, E. (2000). Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well Being. American Psychologist, 55(1), 68-78. [DOI:10.1037/0003-066X.55.1.68] [PMID]
41. Saville-Troike, M. (2005). Introducing Second Language Acquisition. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511808838]
42. Saville-Troike, M. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.
43. Schutte, N. S., & Malouff, J. M. (2007). Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale. Reading Psychology, 28(5), 469-489. [DOI:10.1080/02702710701568991]
44. Seymour, S., & Walsh. L. (2006). Essentials of Teaching Academic Reading. Boston: Houghton Mifflin Harcourt.
45. Stanovich, K. E. (1980). Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency. Reading Research Quarterly, 16(1), 32-71. [DOI:10.2307/747348]
46. Takase, A. (2007). Japanese High School Students' Motivation for Extensive L2 Reading. Reading in a Foreign Language, 19(1), 1–18.
47. Tercanlioglu, L. (2001). The Nature of Turkish Students' Motivation for Reading and Its Relation to Their Reading Frequency. The Reading Matrix, 1(2), 1-33. Retrieved from http://www.readingmatrix.com/archives/archives_vol1_no2.html
48. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of Discourse Comprehension. New York: Academic Press. http://dx.doi.org/10.1177/1461445606059565 [DOI:10.1177/1461445606059565]
49. Wang, T. H. (2008). The Effects of Modified Collaborative Strategic Reading on EFL Learners' Reading Comprehension. Unpublished MA dissertation, National Changhua University of Education, Changhua, Taiwan.
50. Wang, J. H., & Guthrie, J. T. (2004). Modeling the Effects of Intrinsic Motivation, Extrinsic Motivation, Amount of Reading, and Past Reading Achievement on Text Comprehension between U.S. and Chinese Students. Reading Research Quarterly, 39(2), 162–186. [DOI:10.1598/RRQ.39.2.2]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2021 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb