Students' Motivation in an EFL Reading Class




student motivation, attitudes, reading, engagement


Students' motivation in EFL reading classes is typically low, but little research on students' motivation in EFL reading instruction has been done in Vietnam. There is an open-ended question to solicit the students' suggestions on how to increase their motivation and involvement in learning reading. This research is a case study examining the students' motivation for learning reading in an English-major class (n=34). The tool was adapted from Dörnyei's (2005, 2009) questionnaire of the L2 motivational self system, including ideal L2 self, ought-to L2 self, instrumentality-promotion and instrumentality-prevention, their attitudes, self-confidence, and intended effort toward learning reading. The findings revealed that the ideal L2 self was identified as the highest motivation, followed by instrumentality-promotion and instrumentality-prevention. Most of the students expressed positive attitudes and relatively high levels of confidence and effort in their learning reading. Finally, the paper offers several recommendations for boosting students' motivation and engagement in reading instructions.

Author Biography

Le Thi Tuyet Minh, University of Economics Ho Chi Minh City (UEH), Vietnam

Le Thi Tuyet Minh is an English lecturer at UEH University, HCMC City, Vietnam. She holds an M.A. in TESOL. Her main interests are promoting students' motivation and application of ICT.



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How to Cite

Le, T. T. M. (2023). Students’ Motivation in an EFL Reading Class. ICTE Conference Proceedings, 3, 127–136.

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