In this thesis the influence an extensive reading programme has on the motivation and the attitude of secondary school students regarding reading in English is analysed. Based on the pre-existing theoretical research about extensive reading, two questionnaires were designed in order to measure changes in reading attitude and reading motivation of secondary school students.
The sample consisted of 5 secondary school classes in Switzerland, and it included all three levels of secondary school (A, E & P). 81 Swiss secondary school students aged between 13 and 16 went through a six-week extensive reading programme while three other classes (one of each level) did not and functioned as a control group.
Throughout the six weeks students read 20 minutes at the start of every lesson. They were able to choose graded readers from a mobile library which was installed in the classroom. They did not have to take any tests after reading. The only things they had to do is read in their own tempo, choose a book they like from the library and leave a feedback at the back end of the books they read in order to inform the next reader of the same book. After six weeks of extensive reading, the changes in reading attitude and reading motivation were quantified through the second survey.
All test groups except for the level P class (which is the highest level in the Swiss school system) showed a statistically significant increase in reading motivation. For the most part, the positive attitudinal changes towards reading in English were dramatic thanks to the characteristics of the extensive reading programme. This became evident because especially A and E secondary school students assessed their reading competence much more highly after the programme, and they had a lot more fun reading than they had expected before the programme.
Table of Contents
1 Abstract
Introduction
2 Objectives and hypotheses
2.1 Scientific question
2.1.1 Hypotheses
3 Theoretical background on extensive and intensive reading
3.1 Extensive reading versus intensive reading
3.1.1 What effects do extensive reading programmes have on students?
4 Theoretical background on motivation and attitude
4.1 What is motivation?
4.2 Language learning motivation theories
4.2.1 Behaviourist theory of motivation
4.2.2 Humanistic theory of motivation
4.2.3 Cognitive theory of motivation
4.2.4 L2 motivational self-system
4.2.5 The self-worth theory
4.2.6 The self-efficiency theory
4.2.7 Self-determination theory
4.2.8 The attribution theory
4.2.9 Expectancy-value theory
4.2.10 Motivation created through the value of the task
4.2.11 Gardner’s theory of language learning motivation
4.2.12 Goal theories
4.2.12.1 Goal-setting theory
4.2.12.2 Goal-orientation theory
4.2.12.3 Goal content and multiplicity
4.3 Motivating English class
4.4 What is attitude?
4.4.1 Reading motivation and reading attitude
4.4.2 Role models
5 Theoretical background on reading in general
5.1 What is reading?
5.2 Sight vocabulary, lexical access, memory access and prior knowledge
6 Theoretical background on the implementation of extensive reading programmes in EFL classes
6.1 10 general points to follow in an extensive reading programme
6.2 The level of extensive reading material and the role of graded readers
6.3 reading in the curriculum
6.4 Reading quantity and reading evaluation
6.5 Where and when to read
6.6 Extensive reading library
6.7 Introducing the students into extensive reading
7 Condition analysis
7.1 Description of the learners
7.1.1 Class 1Ab and 1Aa
7.1.2 Class 2Ec and 2Ed
7.1.3 Class 2Pf
7.1.4 The three control group classes
7.2 Relevance for the learners
7.3 Conditions of the room
8 Method
8.1 Extensive reading programme
8.1.1 Preparing the extensive reading programme: library, checkout system and reading evaluation
8.2 Survey
8.2.1 Justifying the hypotheses with the theory and evaluating them with selected items in the questionnaire
8.2.2 Questions 30 and 31
8.3 Student orientation
8.3.1 The procedure and rules of the programme
8.4 First lesson of an extensive reading programme
8.5 The Role of the teacher
8.6 End of the extensive reading programme
9 Results
9.1 Hypotheses test procedures
9.2 Analysis of the results
9.2.1 Main hypothesis
9.2.1.1 Level A
9.2.1.1.1 Test group
9.2.1.1.2 Control group
9.2.1.2 Level E
9.2.1.2.1 Test group
9.2.1.2.2 Control group
9.2.1.3 Level P
9.2.1.3.1 Test group
9.2.1.3.2 Control group
9.2.2 Hypothesis 1
9.2.3 Hypothesis 2
9.2.4 Hypothesis 3
9.2.5 Hypothesis 4
9.2.6 Hypothesis 5
9.2.7 Hypothesis 6
9.2.8 Hypothesis 7
9.2.9 Hypothesis 8
9.2.10 Hypothesis 9
9.2.11 Hypothesis 10
9.2.12 Hypothesis 11
9.2.13 Hypothesis 12
9.2.14 Hypothesis 13
9.2.15 Hypothesis 14
9.2.16 Hypothesis 15
9.2.16.1 Level A
9.2.16.1.1 Test group
9.2.16.1.2 Control group
9.2.16.2 Level E
9.2.16.2.1 Test group
9.2.16.2.2 Control group
9.2.16.3 Level P
9.2.16.3.1 Test group
9.2.16.3.2 Control group
9.2.17 Hypothesis 16
9.2.17.1 Level A
9.2.17.1.1 Test group
9.2.17.1.2 Control group
9.2.17.2 Level E
9.2.17.2.1 Test group
9.2.17.2.2 Control group
9.2.17.3 Level P
9.2.17.3.1 Test group
9.2.17.3.2 Control group
9.2.18 Hypothesis 17
9.2.18.1 Level A
9.2.18.1.1 Test group
9.2.18.1.2 Control group
9.2.18.2 Level E
9.2.18.2.1 Test group
9.2.18.2.2 Control group
9.2.18.3 Level P
9.2.18.3.1 Test group
9.2.18.3.2 Control group
10 Discussion
10.1 Main hypothesis and hypotheses 15, 16 and 17
10.2 Hypotheses 1-14
11 Conclusions
12 Reflection
12.1 What went well
12.2 What could have been improved
13 References
14 Appendices
14.1 List of graphics, pictures and tables
14.2 List of graded readers used
14.3 Complete survey results
Objectives and Topics
This thesis investigates the influence of an extensive reading programme on the reading motivation and attitude of secondary school students in Switzerland. The primary research question explores how such a programme affects these students in English classes, aiming to evaluate the efficacy of providing students with a choice of graded readers to foster intrinsic reading interest and positive attitudes.
- Effects of extensive reading programmes on secondary student motivation.
- Differentiation between extensive and intensive reading methodologies.
- Theoretical motivational frameworks applied to English language teaching.
- Implementation strategies for mobile extensive reading libraries in classrooms.
- Statistical evaluation of student attitudes and motivation changes through survey data.
Excerpt from the Book
3.1 Extensive reading versus intensive reading
The term extensive reading was first mentioned by Harold Palmer (Kelly, 1969, p. 131). To him, extensive reading meant reading very fast and a lot and that the reader’s attention should be on the content and not on the form (Bamford & Day, 2013, p. 5). It was Palmer, too, who made the differentiation between extensive and intensive reading. For Palmer intensive reading meant to “take a text, study it line by line, referring at every moment to our dictionary and our grammar, comparing, analysing, and retaining every expression that it contains” (Kelly, 1969, p. 111). The fact that he underlined the importance to work with a text intensively and extensively is pioneering since this basic idea was extended by Nation (2007) when he argued that EFL lessons should include language as meaning-focused input, meaning-focused output, language-focused learning and fluency development. Therefore, reading can be a means to different goals. Although for Palmer the line between intensive and extensive reading was not as clear-cut as it is nowadays, since extensive reading was also subject of grammar teaching.
Another person who influenced the term “extensive reading” was Michael West who called extensive reading supplementary reading which was supposed to enhance the enjoyment of reading and have a focus on the individual interests of the readers (West, 1955).
Summary of Chapters
1 Abstract: This chapter provides an overview of the research study, detailing the implementation of an extensive reading programme across five secondary school classes in Switzerland and its positive impact on reading motivation.
2 Objectives and hypotheses: This section defines the scientific research question and outlines the main and secondary hypotheses that guide the study's quantitative assessment of reading motivation.
3 Theoretical background on extensive and intensive reading: This chapter establishes the foundational definitions of extensive versus intensive reading and discusses the historical influence of scholars like Harold Palmer.
4 Theoretical background on motivation and attitude: This comprehensive chapter reviews various psychological and linguistic theories of motivation to establish a framework for understanding student engagement.
5 Theoretical background on reading in general: This chapter clarifies what reading is from a cognitive perspective, focusing on sight vocabulary and memory access.
6 Theoretical background on the implementation of extensive reading programmes in EFL classes: This section details practical guidelines for teachers, including library management and the integration of extensive reading into the curriculum.
7 Condition analysis: This chapter provides context regarding the participant classes in Arlesheim and Frenkendorf and explains the challenges posed by the pandemic.
8 Method: This part explains the experimental setup, the creation of the library, the survey methodology, and the pedagogical approach to introducing the programme to students.
9 Results: This chapter presents the statistical data collected via SPSS, comparing test and control groups to validate the hypotheses.
10 Discussion: This section interprets the statistical findings, exploring why certain levels (A and E) showed significant motivation increases while others (P) did not.
11 Conclusions: This chapter summarises the overall findings, suggesting that extensive reading is a vital tool that should be included in the Swiss ELT curriculum.
12 Reflection: The author evaluates the project's successes and identifies areas for potential improvement, such as financial support and library mobility.
Keywords
Extensive Reading, Intensive Reading, Reading Motivation, Reading Attitude, Secondary School Students, ELT, Graded Readers, Language Competence, Student-Centered Learning, Educational Psychology, Motivation Theories, Classroom Library, SurveyMonkey, Statistical Analysis, EFL Instruction.
Frequently Asked Questions
What is the core purpose of this master thesis?
The research aims to determine the impact of a six-week extensive reading programme on the reading motivation and attitude of secondary school students in English classes.
Which specific themes are central to this research?
The study centers on the distinction between intensive and extensive reading, motivational psychological theories, and the practical implementation of independent reading in a foreign language setting.
What is the primary goal regarding the students?
The main goal is to shift students away from forced, curriculum-heavy reading toward voluntary, pleasure-based reading to enhance their general language competence and interest in English.
Which methodology was used to measure results?
The author employed a quantitative approach using two questionnaires (pre- and post-programme) and analyzed the data with SPSS to determine statistical significance using the Wilcoxon test.
What topics does the theoretical section cover?
It covers historical definitions of reading, various motivational theories (e.g., self-determination, expectancy-value, L2 motivational self-system), and specific pedagogical implementations for EFL teachers.
Which keywords define this work?
Key terms include Extensive Reading, Reading Motivation, Reading Attitude, Graded Readers, and EFL Classroom Implementation.
How were the reading materials selected for the students?
Students chose from a mobile, level-differentiated library containing 158 books, allowing them to read at their own pace and interest level without mandatory exams.
Did the programme produce different results across student levels?
Yes, lower-level students (Levels A and E) showed statistically significant improvements in motivation, while the results for the highest level (Level P) were less significant.
- Quote paper
- Nico Studer (Author), 2020, Effects of an Extensive Reading Programme on Secondary School Students’ Reading Motivation and Attitude, Munich, GRIN Verlag, https://www.grin.com/document/984812
