“LACK OF MOTIVATION AS A RESTRAIN TO FOSTER THE ENGLISH LANGUAGE READING AMONG SECONDARY SCHOOL STUDENTS”

February 29 2024

“LACK OF MOTIVATION AS A RESTRAIN TO FOSTER THE ENGLISH LANGUAGE READING AMONG SECONDARY SCHOOL STUDENTS”

--- CHRISTY BOBAN ---

ABSTRACT

Language plays a crucial role in education for several reasons as it is the primary medium through which teachers convey information and students express their thoughts and understanding. It serves as the cornerstone of effective teaching and learning across all subjects and disciplines. Additionally, education fosters motivation, critical thinking, and communicative competence, essential for effective language acquisition and usage. Motivation is an orientation towards learning. This project intends to study how lack of motivation affects English language reading among secondary school students by overlooking the ways students involve into the process of reading after being motivated. English being the universal language hold great importance in the learning sphere.

Keywords : motivation, interest, intrinsic, extrinsic, reading

INTRODUCTION

Motivation is concerned with the strength and direction of behaviour and the factors that influence people to behave in certain ways. Thus it is essential to have a perfect route or push to welcome things in life and achieve the goal. The limited motivation from the side of one or from others affect the learning process of a child and it is something which is to be taken into great consideration. Lack of motivation can definitely hinder learning English or any other language. Motivation can affect how students approach school in general, how they relate to teachers, how much time and effort they devote to their studies, how much support they seek when they’re struggling, how they perform on tests, and many other aspects of education. If students aren’t motivated, it is difficult, if not impossible, to improve their academic achievement, no matter how good the teacher, curriculum or school is.

THEORETICAL BACKGROUND AND REVIEW OF LITERATURE

Abraham Maslow postulated that a person will be motivated when all his needs are fulfilled. People do not work for security or money, but they work to contribute and to use their skills. He demonstrated this by creating a pyramid to show how people are motivated and mentioned that one cannot ascend to the next level unless lower-level needs are fulfilled. The lowest level needs in the pyramid are basic needs and unless these lower-level needs are satisfied people do not look at working toward satisfying the upper-level needs.

REVIEW OF LITERATURE

A review of literature is a critical analysis and synthesis of existing research, scholarly articles, books, and other sources relevant to a particular topic or research question.

Velayudhan Nair T in his study “A study of the factors influencing interest In English among higher secondary School students of Kerala” attempted to learn factors that influence the interest in English of higher secondary school students of Kerala. The study “Examining the relationship between reading motivation and reading comprehension self efficacy perception” by Selva Bakkaloglu and Gulhiz Pilten investigated the relationship between the reading motivation and reading comprehension self-efficacy perceptions of fourth-grade students. The study “The Impact of Motivation on English Language Learning” by Mitra Alizadeh overviews current research on the role of motivation in second or foreign language learning. Motivation is shown as an important factor for explaining the success or failure of any complex task. Another study “Impact of Students’ Motivation for Learning English on their Achievement at Secondary Level” by Muhammad Dilshad, Munaza Nausheen and Zia Ahmed investigated factors that demotivated them students. It showed that there was a positive impact of students motivation on their achievement scores in English. “The role of Learner’s motivation in English language learning at the tertiary level in Bangladesh” by Afroza Mili and M Maniruzzaman depicts the phenomena of learners’ motivation in English language learning at the tertiary level in our country. This study deals with whether learners are integrative or instrumental motivated. This study also focuses on which type’s motivation is effective for learners.

NEED AND SIGNIFICANCE OF THE STUDY

Addressing lack of motivation is essential for fostering a positive and productive learning environment conducive to effective English language reading and comprehension. It is an urgency to point the diminishing interest over the reading of books as the world seems to grow through a highly technologically assisted model. With the advent of the eBooks and the digital learning aids, students are highly reserved into the spaces of technical offerings. Students are getting used into the materials that they are provided with and fail to gather the information and knowledge by their lucid attempts and dedicated time into reading. They fail to recognise the importance reading hold in the learning environments. Bringing the need of reading into the attention of learners felt like a factor which could promote the learners into a habit of reading and the teachers into their role of moulding students with the help of helpful motivation and reinforcement. Motivation plays a pivotal role in shaping students’ reading experiences and outcomes. Educators and parents can foster motivation by providing engaging and relevant reading materials, offering encouragement and support, and highlighting the intrinsic value of reading for personal growth and enrichment.

OBJECTIVES

The study intends to,

• Conduct survey among the secondary school students to assess learners’ attitudes, perceptions, and enjoyment of reading activities, emphasizing the role of motivation in shaping students’ overall reading experience.

• Bring motivation among the learners to improve their reading skills in English language.

• Present how the language English plays a great role in their educational ground.

• Up bring the realisation of how motivation could be created by oneself.

• Assess the level of motivation learners hold into English language reading.

• Show how motivated learners are more actively engaged in reading activities compared to unmotivated learners.

• Study the engagement of learners in reading through the influence of motivation by a detailed examination of tool holding questions related to the motivation such as the role of teachers and the motive one hold in themselves.

• Illustrate how motivated learners experience greater gains in language proficiency compared to unmotivated learners.

HYPOTHESIS

• Most of the students lack the input into motivation from themselves as they find reading less important.

• Students attempt to by heart things and deliver them in the examinations.

• Students rely on audio aids than finding time to read the books.

• Teachers might not provide the whole students chances to read in class.

• Teachers usually doesn’t encourage the students weak in reading to read in class time as they view this as time wasting.

• School’s Library might not have amble amount of books.

• There might not be a library hour for the learners.

• Parents might not hold an interest to build the reading skill among their children or they might not be aware of their role.

POPULATION OF THE STUDY

The population of the study refers to the group of individuals from which data will be collected and analysed to address the research questions and objectives. In the context of studying the fear of speaking English language among secondary school students, the population consist of secondary school students who are actively engaged in English language learning. The study is based on the collected information and data from a sample from this population.

SAMPLE OF THE STUDY

The sample of the study refers to the subset of the population that will be selected to participate in the research. In the context of studying the effect of lack of motivation to learn the English language among secondary school students, the sample could be drawn from the population of secondary school students engaged in English language learning. For conducting this study, I selected a sample of 20 students of Class IX and VIII of Government Tribal Higher Secondary School, Kattappana.

TOOL USED FOR THE STUDY

As the tool to collect data I prepared a checklist that consists of 20 statements regarding the influence of lack of motivation in learning English language . I included the five columns to mark the most appropriate statement they feel about the given statements. Five options such as, strongly agree, agree, neutral, disagree and strongly disagree were allocated to tick for the respondents. The student’s have to read each of the statements clearly and is required to tick on the most appropriate one. The 20 statements included in this checklist were used to analyse the fear among the Secondary School students while using English language . The questions included were accordingly. By using this checklist, I was able to systematically plan, execute, and evaluate my study to ensure methodological rigor, ethical integrity, and relevance to the research objectives. The checklist serves as a valuable tool for organizing the research process, maintaining consistency, and identifying any gaps or oversights that need to be addressed.

PROCEDURE OF DATA COLLECTION

As part of my B.Ed. curriculum at Mahatma Gandhi University, I conducted a project entitled, “Lack Of Motivation As A Restrain To Foster The English Language Reading Among Secondary School Students”, I selected a sample of 20 students from Class VIII and IX of Government Tribal Higher Secondary School, Kattappana. During my four-month school induction, I observed the trouble students face over reading English and found that the value they provide over the language was less and thus the support or the motivation was not promising. To investigate the factors causing this issue, I used a quantitative method, distributing a checklist with 20 questions among the students. All 20 students participated sincerely, with each given 45 minutes to answer the questions. After collecting the checklists, I analysed the responses to identify common trends and factors contributing to low level of motivation and the uninterested attitude of the students over the reading of English.

ANALYSIS AND INTERPRETATION OF THE STUDY

Based on the data collected , it is indent that majority of the students doesn't hold an interest towards reading which shows the lack of intrensic motivation and no one strongly loves books, students rarely find reading as a medium to learn new things and they are confused to know the value books hold. Children are not given adequate time to read in the class, it might be out of many reasons but just few are motivated to read. There are books in the library but it is the thoughts of the children and the plan of schools to be changed. Also few children are reading as a medium to make there time beneficial and others waste time.

By analysing the next table we could see that the questions or the statements were based on the opportunity they get in their class and it shows the attitude of students. Majority of the shidents are unaware about the importance books play in their life and thus few students only make attempts on reading the textbooks. Reading gives them the satisfaction and many students love receiving the compliments from the friends. But when coming to the reading process they lack the action.

The table shows that the students rarely compliment others and thus never receive the motivation from others. They lack the possibility to recive any books from their parents as most of them are illiterate. Again they are unaware of the marks the reading scores and thus they won't get satisfied much. Many of them are unaware of importance the language play in the life of one and finally it shows that few children from the class are attempting on bringing the answers by the self reading process.

From the final table many informations could be gathered. The table shows that only two students are happy with reading English and the majority are not sure of their condition towards the language, other reject. Also this shows that the students lack the guidance from the part of the teachers as they are not getting the corrections .This makes them less confident in the reading proces and they may not understand the concepts given in the textbooks. The students find nothing here and they couldn't conclude. Also it says that most of the students read simply out of the compeltion and they are not using the thinking capability. Only one student agree with the statement. finally it says that the students never attempt to read the contents if they are difficult and the majority disagree the process.

MAJOR FINDINGS OF THE STUDY

Secondary school students undergo the effects of lack of motivation in reading the English language due to factors like,

• Fear of mistakes in reading.

• The teasing attitude of peers.

• Limited exposure outside the classroom.

• Anxiety about being mocked.

• Past negative experiences.

• Low self-esteem.

• Limited language skills/vocabulary.

• Lack of communication opportunities.

• Fear of comparison.

• Preference for native language.

• Lack of support from teachers.

• Lack of reinforcement.

• The low level of interest over reading.

• The low availability of books to read.

• Limited exposure to English media.

• Fear of criticism.

• High expectations.

• Absence of library hours in schools.

• Illiterate parents.

SUGGESTIONS

Here are several methods to improve level of motivation for learners in English language reading:

• Offer a range of reading materials catering to different interests and proficiency levels, allowing learners to choose what appeals to them.

• Incorporate interactive activities such as group discussions, role-plays, and games related to the reading material to make the experience engaging and fun.

• Connect the reading material to real-life situations, current events, or topics of interest to the learners, making it more relatable and meaningful.

• Encourage learners to set achievable reading goals and challenges, such as completing a certain number of books or articles within a specific time frame, to foster a sense of accomplishment and progress.

• Use multimedia resources like audio recordings, videos, and online platforms to supplement traditional text-based reading materials, catering to different learning styles and preferences. But those resources should never divert the attention of the learner.

• Facilitate peer-to-peer discussions, reading clubs, or buddy systems where learners can share their thoughts, experiences, and recommendations, fostering a sense of community and support.

• Provide regular feedback and positive reinforcement to learners, highlighting their progress, strengths, and areas for improvement to boost their confidence and motivation.

• Recognize and celebrate milestones and achievements in reading, whether it’s completing a challenging book, improving comprehension skills, or reaching a personal reading goal, to reinforce motivation and encourage continued effort.

• Avoid comparing the students with the level of reading skills other students hold as it may demotivate the learner.

CONCLUSION BASED ON THE STUDY

The study has been conducted to assess and evaluate the level of motivation students hold in reading English and their active participation in reading textbooks at the classroom setting. The study would be the basis for an action plan or intervention program on how to motivate the students reading interests for English at secondary school. The functions and the performance of teachers about their involvement in reading was also been evaluated to an extend. Teachers need to find strategies and the methods that suit the learners level of motivation thus to invoke in them a habit of reading. Teachers should actively engage learners and gain their attention by rewarding and appreciating them in multiple ways.

EDUCATIONAL IMPLICATIONS

• The study findings could prompt educators to reassess their teaching methods and curriculum to make them more engaging and relevant to students’ interests and needs.

• It could highlight the importance of providing teachers with training and resources to effectively motivate and engage students in the learning process.

• Schools may need to invest in additional support services such as counselling or mentorship programs to address underlying issues contributing to student demotivation.

• The study might underscore the significance of parental involvement in fostering motivation and creating a supportive learning environment at home.

• Policymakers may need to review educational policies and allocate resources towards initiatives aimed at boosting student motivation and academic engagement.

• Recognizing that motivation levels can vary greatly among students, educators may need to adopt more personalized and differentiated approaches to cater to diverse learning needs.

• The study could advocate for changes in assessment practices to align with motivational theories, emphasizing growth mind-set and progress over grades.

• Schools may prioritize offering diverse extracurricular activities to tap into students’ passions and interests outside the classroom, enhancing overall motivation.

• Collaboration with community organizations and businesses can provide real-world relevance to learning, boosting student motivation through hands-on experiences and mentorship.

• Utilizing educational technology effectively can enhance engagement and motivation by providing interactive and personalized learning experiences tailored to individual student needs.

• Overall, such a study could prompt a systemic shift towards a more holistic and student-centred approach to education, with a focus on fostering intrinsic motivation and a love for learning.

CONCLUSION

In conclusion, this project has provided valuable insights into the influence made in the reading skill of English language through the lack of motivation by demonstrating the significance of bringing motivation into the learning circle. Through rigorous research and analysis, this study has achieved into the satisfaction of objectives and contributed to the body of knowledge in this field. Moving forward, the suggestions delivered offer practical solutions and avenues for further exploration. Overall, this project has not only enriched our understanding but also laid the groundwork for future endeavours in the field of English reading and the role of motivation into it.

REFERENCES

 Tohidi, Hamid. The Effects of Motivation in Education, Elsevier Ltd., 2011, pp. 820–824.

Al-ShuaibiThe , Dr. Abdulghani. The Importance of Education, Dr. Abdulghani Al-ShuaibiThe , 2014.

Nausheen, Munaza. Impact of Students’ Motivation for Learning English on Their Achievement at Secondary Level, 2nd ed., vol. 39, Pakistan Journal of Social Sciences (PJSS, pp. 689–696.

Mili, Afroza. The Role of Learners’ Motivation in English Language Learning at the Tertiary Level in Bangladesh, Department of English, Jahangirnagar University, Savar, Dhaka, Bangladesh.

Bakkaloğlu, Selva, and Gülhiz Pi̇lten. Examining the Relationship Between Reading Motivation and Reading Comprehension Self-Efficacy Perception , International Journal of Psychology and Educational Studies.

Usher, Alexandra, and Nancy Kober. “Student Motivation— An Overlooked Piece of School Reform.” School Reforms, The George Washington University 2140 Pennsylvania Avenue NW Washington, D.C. 20037.

Amor A, Nova, and Kim R. Balinton. “Students’ Lack Of Interest, Motivation In Learning, And Classroom Participation: How To Motivate Them?” Psychology And Education: A Multidisciplinary Journal, Vol. 7, 2023, pp. 636–645.

Dincer , Ali, and Savas Yesilyurt . “Motivation to Speak English: A Self-Determination Theory Perspective.” Motivation to Speak English: , vol. 57, 2017.

Nguyen, Huy Cuong. “Motivation in Learning English Language: A Case Study at Vietnam National University, Hanoi.” Motivation in Learning English Language, March 2019 ed., vol. 6, European Journal of Educational Sciences, EJES.

Alizadeh, Mitra. “The Impact of Motivation on English Language Learning.” Motivation on English Language Learning, 2016th ed., vol. 1, Nternational Journal of Research in English Education , 2016.