Indonesian EFL Learners’ Reading Motivation

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This study investigates the influence of multidimensional factors, self-efficacy, intrinsic, extrinsic, and social motivation on reading motivation among undergraduate students in Cambodian higher education, with a specific focus on business-related disciplines. Employing quantitative research design, data were collected from 360 students across various majors and academic year levels using a structured questionnaire disseminated via digital platforms. A non-probability sampling strategy—combining convenience, purposive, and quota techniques—was adopted to ensure diverse representation. The instrument measured key motivational constructs using a five-point Likert scale. A total of 360 valid responses were obtained and analyzed using SPSS, JASP software and a structured excel calculator. SPSS (26) and JASP (0.19.3) were used to check factor loading and internal consistency (Cronbach’s alpha), run correlation matrics, and analyze multiple regressions to test the relationships among variables. And a structured excel calculator was used to calculate composite reliability (CR), average variance extract (AVE), and discriminant validity. Findings revealed that self-efficacy and extrinsic motivation have significant influences on reading motivation. However, intrinsic motivation and social motivation did not have significant effect on reading motivation. These results revealed pathways linking motivational dimensions to students’ reading engagement, offering empirical insights to inform curriculum design, faculty development, and student support strategies. The study contributes to evidence-based improvements in academic engagement and institutional quality enhancement within the Cambodian higher education context.

This study aimed wheter or not reading comprehension was affected directly by intrinsic and extrinsic reading motivation, and indirectly by the mediation of the reading habit. The study group comprised a total of 481 fifth graders from the lower, middle and upper socioeconomic levels. Accoding to the results of the study intrinsic motivation was found to have a positive effect on reading comprehension. It was also found that extrinsic motivation affects reading comprehension negatively but that its competition dimension affects reading comprehension positively. The results showed that intrinsic motivation, not extrinsic, is effective when reading stems from students' personal tendencies. Students seemed to spend time on reading materials that tap their interests and curiosities outside school. However, during school-related reading hours, extrinsic motivation seemed to have a stronger effect. The results also showed that students' reading habits did not affect their reading comprehen

This research investigated how students' motivation to read correlates with their reading comprehension skills, focusing on first- and second-year students enrolled in the Education course, the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs at Southern de Oro Philippines College for the School Year 2024-2025. The researchers employed a descriptive correlational research design with content analysis, along with a questionnaire to assess students' intrinsic and extrinsic motivation for reading, and the Philippine Informal Reading Inventory (PHIL-IRI) to evaluate their comprehension skills across different levels: literal, interpretive, inferential, and critical. The study involved 96 students through a stratified random sampling. Data were analyzed using Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient. Results showed that students have high intrinsic and moderate extrinsic motivation for reading. They performed best in understanding literal texts but struggled with critical comprehension involving higher-level thinking. Notably, a significant correlation existed between reading motivation and comprehension, indicating that while students were good at grasping basic information; however, they found it challenging to critically analyze and evaluate the material they read. The findings suggested that only extrinsic motivation like rewards positively associated with reading comprehension. Therefore, it is recommended that teachers may balance praise and grades with making reading enjoyable to improve motivation and comprehension skills.

The purpose of this research is to investigate and describe the intrinsic and extrinsic motivations of tertiary-level EFL students in Indonesia toward reading English. The quantitative method was applied by asking students majoring in English at Brawijaya University to fill out a questionnaire adapted from Wigfield and Guthrie's Motivation for Reading Questionnaire (MRQ) (1997). The questionnaire was administered to students from 2018 generations to 2020 generations. Besides that, students’ self-assessment reading value used to measure students’ reading proficiency. In addition, this study also examined the correlation between students' reading motivation and their reading ability. The data collected were analyzed using the SPSS program with descriptive statistics to answer research question 1 and Pearson correlation analysis to answer research question 2. The results indicated that students are relative highly extrinsic motivated in reading English. Meanwhile, intrinsic motivation was found to have a significant correlation and extrinsic motivation was found to have a negative correlation with students' reading. Based on these findings, lecturers are expected to increase students' intrinsic motivation to read.

Reading comprehension is vital for academic success and active engagement in society. However, persistent challenges in reading comprehension have been observed across educational levels, underscoring the need for deeper research. While linguistic and cognitive components have been traditionally studied, the impact of motivational aspects on comprehension difficulties remains underexplored. This dissertation aimed to address this gap by investigating the effects of various dimensions of reading motivation on specific types of reading comprehension difficulties among Chilean Primary Education students. Adopting a mixed-methods approach, the research comprised three studies. Study 1 developed and tested a comprehensive reading motivation scale. Confirmatory and exploratory factor analyses validated the scale's structure and assessed its reliability. Study 2 explored the relationship between reading motivation dimensions and reading profiles (mixed deficit, poor decoders, poor comprehenders, and good readers). Cluster analysis identified distinct reading profiles, and multivariate analyses examined differences in motivation dimensions among these profiles. Study 3 employed qualitative methods to delve into students' perceptions of reading value and self-concept, particularly among those with reading difficulties. Students' reasons for engagement or disengagement with reading activities were explored through interviews. The participants were 172 students from 2nd to 6th grade from three public schools in Santiago. Quantitative assessments included reading comprehension, word reading, language comprehension, and a reading motivation questionnaire. Qualitative data was collected through interviews with a subsample of 75 students. Findings from this dissertation include differences in motivation between groups of readers, especially for undermining reading motivations and the distinction of readers’ self-concept and value. The studies offer insights into the nuanced relationship between reading motivation and comprehension difficulties and the need for further research on this population.

Reading English text is challenging for senior high school students, therefore the teacher has to provide effective strategies to motivate the students to read more. This study aims to identify the teacher’s strategies called Independent Study to promote student's autonomous reading motivation. It is a case study using triangulation data involving the English teacher and 27 students of the 12th Grade of SMKN 1 Batu majoring in Hospitality Management. The data were collected from interviews, observations, and questionnaires based on Self-Determination Theory (SDT) and were analyzed both quantitatively and qualitatively. The results pointed out that the teacher applied all of the strategies of SDT teaching dimensions (autonomy support, structure, and involvement) which were effective to encourage students reading motivation. It is proven by the results of two questionnaires: (1) Teacher as Social Context Questionnaire (TASC) indicating that students' perceptions on teaching dimensions were good and (2) Self-Regulation Questionnaire (SRQ) indicating that the students had both extrinsic (external and identified regulation) and intrinsic reading motivation.

Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves

The objectives of this study are to investigate the effects of Christian theological English reading using concept-oriented reading instruction to enhance reading comprehension and reading motivation of the undergraduate students. The samples were 29 second year students who studied at the Bangkok Institute of Theology, Christian University, in the first semester, academic year 2014 during 12 weeks. The paired-samples t-test was used to analyze the differences between the students’ mean scores of the Christian theological reading comprehension test and of the reading motivation questionnaire before and after the treatment. The findings shows that (1) the students’ posttest mean scores of Christian theological reading comprehension test are higher than the pretest mean scores at the significance level of p < .05 and (2) the students’ posttest mean scores of reading motivation questionnaire are higher than the pretest mean scores at the significance level of p < .05. Regarding reading motivation constructs, the mean scores increases at significant level of p < .05 in three affirming constructs: intrinsic motivation, self-efficacy, and prosocial interaction, and the significant decrease at significant level of p < .05 in only one undermining construct: perceived difficulty. Avoidance construct does not decrease significantly after the treatment, whereas antisocial interaction construct does not decrease either, and has low mean scores both before and after the treatment. This could be because the students with strong Christian beliefs are usually not supposed to have antisocial interactions toward other people based on the Christian great commandments. In conclusion, Christian theological English reading using concept-oriented reading instruction can enhance reading comprehension and reading motivation of undergraduate students.

Reading motivation is a critical factor in English language acquisition, recognized as a significant issue for decades. Scholars have explored this topic from various perspectives, including teachers’ strategies and students’ intrinsic motivation. However, no studies have examined teachers’ strategies for fostering reading motivation among junior high school students in the Papuan context, particularly in Wamena, Papua Pegunungan Province. This study addresses this gap by investigating the strategies employed by Papuan English teachers to enhance students’ reading motivation. Data were collected using a qualitative approach through a descriptive case study. Eight Papuan English teachers participated, responding to open-ended questionnaires and semi-structured interviews. The findings indicate that teachers employed several strategies to boost reading motivation, including designing engaging reading materials, modelling enthusiasm for reading, allowing students to choose their reading texts, providing constructive feedback on reading progress, and fostering strong teacher-student relationships. These findings offer valuable pedagogical implications and practical recommendations for educators to underscore the importance of reading, thereby fostering greater student motivation to engage with texts.

This study explored the relationships among reading motivation, reading strategy use and, reading comprehension in EFL reading. A cohort of 308 male and female EFL students at the preparatory year of an emerging Saudi university completed a reading motivation questionnaire, a reading strategy questionnaire, and a reading comprehension test. Independent samples t-test results revealed that students with high reading motivation (extrinsic, intrinsic, and efficacy) used three reading strategy categories (pre, while, and post-reading strategies) more frequently than students with moderate reading motivation. Similarly, students with high reading motivation were found to have better reading comprehension. Reading strategy use was also found to induce significant differences in students’ reading comprehension. Results of multiple regression revealed that extrinsic motivation was the best predictor of students’ reading strategy use and reading comprehension. Of all strategy categories, while-reading strategies were the best predictor of students’ reading comprehension. Of all motivation and strategy factors, while-reading strategies, reading efficacy and extrinsic motivation significantly predicted reading comprehension, with while-reading strategies being the strongest predictor. Implications for reading instruction and suggestions for further research are offered.

This paper aims to study the effects of intrinsic and extrinsic motivation on employee’s performance. Employees obviously work for the organization for monetary benefits but these monetary compensations and rewards are not the sole requirement of all employees. Some of them need salary increment and bonuses to get themselves motivated while others need recognition and non-monetary benefits. The study was aimed to discuss how the extrinsic and intrinsic motivation can hinder or increase the motivation level of employees. Several motivational theories have also been discussed in this paper that helps in better understanding of why and how employees are motivated. Intrinsic and extrinsic motivation is said to have significant impact on employee’s performance. Our study examined 60 female and 143 male respondents (n=203) of banking sector to study the effects of intrinsic and extrinsic motivation on employee’s performance. There was a positive relationship of intrinsic and extrinsic motivation of employees with their performance. With the increase in intrinsic and extrinsic motivation, employee’s performance tends to increase as well. We also have discussed some of the future directions and recommendations so that it can help future researchers to study the other constructs that can affect employee’s performance.

The reading community is the local group of Indonesian in urban area bear on reading. The member provides an opportunity for members to support literacy during the community day and extend reading out of the community day. The reading community activities are individual and grouping reading practice. Besides, the members’ background is in different age and study background. The present study designed to explain the reading members’ on reading motivation, problem and strategy. Furthermore, the researcher explained more about the literacy practice, such as self-reading to depict the reading activity of the member, in terms of time and frequency. The researcher used a mixed method. It is integrating between quantity and qualitative data. Observation applied to get a further background of the members’ reading motivation, problem as well as strategy. Besides, the one on one interview used for describing the self-reading. The respondents of the research are 20 members in a group of the reading community. The members were selected randomly. The result showed members’ reading motivation, reading problem and reading strategy. Those covers curiosity, aesthetic involvement, challenge, recognition, and grade. A reading problem consists of low memory to remember, progressive decline in visual sensitivity, a result of the normal process affect reading, poor reading skill and feel out of place in the conversation that moves quickly. Reading strategy such as using prior knowledge/previewing, predicting, identifying the main idea and summarization, questioning, making inferences, visualizing as well as their self-reading in terms of time and frequency.

Students struggle to read English texts due to lack of motivation, difficulties in understanding complex language structures, and challenges with unfamiliar vocabulary, especially in narrative texts. This study aimed to investigate the correlation between students' reading motivation and their reading comprehension in narrative texts. This study used a correlational design. The sample consisted of 63 students of eighth grade students at SMP Negeri 1 Pekanbaru, selected using a simple random sampling technique. To collect data, the researcher used a questionnaire to assess students' reading motivation and an objective test to evaluate their reading comprehension in narrative texts. A Pearson correlation analysis showed a correlation coefficient (rxy) of 0.514, indicating a moderate positive relationship between the two variables. With a significance value of 0.000, which is less than 0.05, this correlation was found to be statistically significant. Furthermore, because the r-value (0.514) is greater than the r-table value (0.252) for 63 students at the 5% significance level, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. These results indicate that increased students' reading motivation is related to improved reading comprehension in narrative texts.

This research aimed at finding out the effectiveness of using Thieves strategy toward students’ motivation in reading. The kind of this research was experimental reserach. The population of this reasearch was the first grade students’ of SMK Darul Quran in academic year 2018/2019. This research took one class as the sample, which consisted of 18 students’. The data of this were primarily gathered from the result computation of pre-test and post-test which given to the object of the research. In this research the researcher computed the data by using t-test formula. Based on the data analysis, he reearcher found t-test score 4.048 and t-table 1.740 with significant level 0,05%. It means that t-test was higher than t-table. Therefore, the conclusion that there was any significant effectiveness of using Thieves strategy toward students’ motivation in reading comprehension.