EFL Children''s Reading Motivation in Extensive Reading

• Main Authors: Mei-Ying Chen, 陳梅影
• Other Authors: Yih-Lan Chen, Ph. D.
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/8dt2ae

碩士 === 銘傳大學 === 應用英語學系碩士班 === 94 === Drawing from the perspective of ethnography, this study looked at ways in which reading children picture books in class influenced EFL children’s reading motivations and self-perceptions as readers. Informed by the literature of reading motivation, self-efficacy and extensive reading, this study included eight children from a cram school at the age of nine to eleven years. Data sources included individual interview, researcher’s field notes, students’ reading reports, as well as the quantitative data included the Elementary Reading Attitude Survey (McKenna & Kear, 1990), and the Reader Self-Perception Scales (Henk & Melnick, 1995). Analysis of the data showed that the learners’ attitudes and self-perceptions toward English reading were enhanced. Moreover, findings suggested that teacher read aloud to students supported students reading motivation and provided a model of fluent reading. The integrated in-class literacy activities and the easy access of simple and interesting pictures books provided a stress-free environment for EFL children. Once children’s attitude toward English reading and self-perceptions as English readers improved, they may read independently and voluntarily.