Reading in Elementary School and Its Connection to Motivation and Social Issues
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Published:
Jun 16, 2022
Keywords:
Literacy, Reading Motivation, Social Context, EFL, Social Issues
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Abstract
The purpose of this study is to increase the levels of reading motivation in English as a foreign language in fifth-grade students from a Colombian public school located in the municipality of Bello, Antioquia, by means of the social features of their immediate context. It was first necessary to diagnose which key factors influence students’ level of motivation to intervene appropriately by implementing short-illustrated stories, such factors were: their attitude towards reading in English, how their social context triggers learning in them, their reading preferences in general, as - well as their current language proficiency level. Only by regarding these aspects, an alternative to approaching literacy processes could be applied by teachers and also be beneficial to students’ learning experience. This research was conceived from a qualitative approach and an action research method to achieve a better understanding of the study object and raise awareness among the academic community about being critical towards students’ own context. Thus, participant observation, journals and semi-structured interviews were selected as the research instruments to test the initial categories of the study.
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Acevedo Acero, L., Alcalá Ibáñez, M. M., Gaviria Sánchez, D. de J., Orrego Ríos, D. M., & Suescún Giraldo, C. M. (2022). Reading in Elementary School and Its Connection to Motivation and Social Issues. Shimmering Words: Research and Pedagogy E-Journal, 11, 31-51. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2462
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References
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Mondada, L. & Pekarek, S. (2004). Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88, iv, DOI: 0026-7902
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Nishino, T. (2005). Japanese high school students’ L2 reading motivation. Japan University Editorial, 32-41.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English. The Canadian Modern Language Review, 57(3), 424-442.
Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A., & Aro, T. (2017).
Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 196-204.
Rahimi, M., & Samaneh, Y. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 1-13.
Ridgway, T. (2003). Literacy and foreign language reading. Reading in a Foreign Language, 2(15), 117-129.
Santrock, J. (2009). (4th ed.) Educational Psychology. New York, NY: Mc-Graw Hill.
Savin-Baden, M., & Howell, C. (2013). Qualitative Research: The essential guide to theory and practice. New York: Routledge.
Shin, K.-C. (2013). Developmental Approaches to the Teaching of EFL Reading. PanPacific Association of Applied Linguistics, 159-170.
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64- 75. doi:10.5539/elt.v9n4p64
Wigfield, A., & Guthrie, J. T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth for Their Reading. Journal of Education Psychology, 89(3), 420-432.
Aydin, G., & Bağcı, B. (2018). Reading Preferences of Middle School Students. World Journal of Education, 8(2), 127-139.
Batista, C. E., Matos, L. A., & Nascimento, A. B. (2017). A Entrevista como Técnica de Investigação na Pesquisa Qualitativa. Revista Interdisciplinae Científica Aplicada, 11(3), 23-38.
Butt, M., Khan, H. K., & Wilayat, B. (2012). Teaching Context and Students’ Learning: A Case Study of a Public Sector University. Global Social Science Review, 4(4), 83-92.
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Qualitative Methodologies in Organization Studies. In M. Ciesielska, K. W. Boström, & M. Öhlander, Observation Methods (pp. 33-52). Stockholm: The Author(s).
Cope, D. G., Bryant-Lukosius, D., Alba, D., Blythe, J., & Neville, A. J. (2014, Septiembre).
The Use of Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545-547.
Dornvei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CB09780511667343.
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), 1-7. doi:10.1016/j.heliyon.2019.e02394
Gallagher-Bett, A. (2019). Supporting and empowering language teachers through action research communities. British Library Cataloguing-in-Publication Data, 29-36.
Gardner, R. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 9-20.
Griffee, D. (2012). An Introduction to Second Language Research Methods Design and Data. United States of America: eBook Edition.
Gholami, R., Rahman, S. Z., & Mustapha, G. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and Solutions. English Language Teaching, 5(3), 73. doi:10.5539/elt.v5n3p73.
Hagenauer, G., & Harscher, T. (2014). Early Adolescents-Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement. Journal of Education and Training Studies,2(2), 20-30.
Hastings, S. L. (2012). Encyclopedia of Research Design. In S. L. Hastings, & N. j.
Salkind (Ed.), Triangulation (pp. 1-6). Thousand Oaks: SAGE Publications, Inc.
Huang, S., Ruan, J., & Capps, M. (2012). What Chinese Cultural Values and Instructional Practices Influences Chinese Middle School Students’ Reading Motivation in Taiwan. Quarterly Journal Of Chinese Studies, 55-76.
Icfes. (2016). Informe nacional de resultados Saber Pro 2012-2015. Retrieved from Instituto Colombiano para la Evaluación de la Educación: http://www.icfes.gov.co/ documents/20143/238004/Informe%20nacional%0de%20resultados%20saber%20 pro%202112%20-%202015.pdf.
Jacknick, C.M. (2008). Using Situated Learning to Examine the Language of Teaching and Learning. Teachers College, Columbia University, Working Paper in TESOL & Applied Linguistic, 2008, Vol. 8, Nº 1. (Online) Available: http://journals. tclibrary.org/templates/about/editable/pdf/Jacknick%20Forum.pdf
Kazantseva, E., Valiakhmetova, E., Minisheva, L., Anokhina, S., & Latypova, E. (2016).
A Survey-Based Study of Motivation and Attitude to Learning a Second Language at Ufa State University of Economics and Service. Global Media Journal, 1-9.
Kinginger, C., & Thorne, S. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and. English Language Teaching, 5(3), 1-10. doi:10.5539/elt.v5n3p73
Kramsch, C., & Nolden, T. (1994). Redefining Literacy in a Foreign Language. Spring, 28-25.
Lau, S., & Nie, Y. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology , 185-194.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 124-128.
Lungu, M. (2019). Motivation as Part of the Educational Process. Journal Plus Education, 22(1), 141-149.
McGeown, S., Putwain, D., Geijer, E., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learning and Individual Differences, 278-286.
Medford, E., & McGeown, S. (2012). The influence of personality characteristics on children’s intrinsic reading motivation. Learning and Individual Differences, 786- 791.
Morgan, A., Spada, N., Orton, J., Tadesco, L., East, M., Scrimgeour, A., & Hajek, J. (2018). 21 Keys Ideas for Languages Learning in the 21st Century. Babel, 52(2/3), 1-15.
Ministerio de Educación Nacional. (2006). Serie Guías 22. Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá: Imprenta Nacional.
Mondada, L. & Pekarek, S. (2004). Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88, iv, DOI: 0026-7902
Mori, S. (2002). Redefining Motivation to Read in a Foreign Language. Reading in a Foreign Language: A refereed international online journal of issues in foreign language reading and literacy, 91-110.
Nishino, T. (2005). Japanese high school students’ L2 reading motivation. Japan University Editorial, 32-41.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English. The Canadian Modern Language Review, 57(3), 424-442.
Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A., & Aro, T. (2017).
Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 196-204.
Rahimi, M., & Samaneh, Y. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 1-13.
Ridgway, T. (2003). Literacy and foreign language reading. Reading in a Foreign Language, 2(15), 117-129.
Santrock, J. (2009). (4th ed.) Educational Psychology. New York, NY: Mc-Graw Hill.
Savin-Baden, M., & Howell, C. (2013). Qualitative Research: The essential guide to theory and practice. New York: Routledge.
Shin, K.-C. (2013). Developmental Approaches to the Teaching of EFL Reading. PanPacific Association of Applied Linguistics, 159-170.
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64- 75. doi:10.5539/elt.v9n4p64
Wigfield, A., & Guthrie, J. T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth for Their Reading. Journal of Education Psychology, 89(3), 420-432.