An investigation into factors affecting students’ English reading motivation

Tóm tắt

This study aimed to explore the reading motivation of students at Skyline School in Da Nang city and its correlation with their overall reading achievement. Data was collected through surveys on 50 students, descriptive analysis, and interviews conducted with students randomly chosen. The researchers sought to understand the reasons behind the students' moderate reading motivation levels, which is proved to relate to complex texts, unfamiliar vocabularies, and intricate sentence structures. Additionally, linguistic barriers were identified as contributing factors. Shifting interests, competing priorities, such as extracurricular activities and social influences, such as peer influence and societal attitudes towards reading, were also found to influence students' reading motivation. Furthermore, the researcher identified limited metacognitive awareness as a hindrance to students' effective engagement with English texts.