A study of the motivational systems used by teachers in 8th-grade reading classrooms and students’ attitudes toward reading

Abstract

One of the main challenges faced by primary school students in learning to read is a lack of motivation and negative attitudes toward reading activities, both in school and at home. This stems not only from students’ low interest and motivation but also from teachers’ inability to employ effective motivational techniques. The primary purpose of this study was to investigate the motivational system teachers use in reading classes and students’ attitudes towards reading. This study involved 118 students (50 males and 68 females) and three English language teachers. A descriptive study design was utilised, employing student questionnaires, interviews with teachers, and classroom observations as primary data collection methods. The findings revealed a discrepancy between students' self-reported positive attitudes toward reading English texts and teachers' observations. While students expressed enthusiasm for reading, teachers noted a decline in reading interest, attributing it to a lack of Resources and insufficient parental support. Although students generally exhibited positive cognitive attitudes, teachers reported a lack of interest in reading, both in and out of the classroom. Students demonstrated a positive trend in reading behaviour at home and discussing texts; however, teachers highlighted a shortfall in reading motivation. The study identified a gap in the application of motivational strategies, with teachers failing to implement strategies that could enhance students’ interest and motivation in reading.