To investigate factors that motivate Japanese high school students to read English extensively, I assessed 219 female high school students who participated in an extensive reading program for 1 academic year. The results showed that the 2 most influential factors were students’ intrinsic motivation for first language (L1) reading and second language (L2) reading. However, no positive relationship between L1 reading motivation and L2 reading motivation was observed. Follow-up interviews, conducted with 1/3 of the participants, illuminated aspects of the motivation that the quantitative data did not reveal. Several enthusiastic readers of Japanese were not motivated to read in English due to the gaps between their abilities to read in Japanese and in English. In contrast, the intrinsic motivation of enthusiastic readers of English was limited to L2 reading and did not extend to their L1 reading habits.
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Previous issue date: 2007-04
endingpage:
18
identifier.doi:
10125/66622
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66622
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Extensive Reading
site_url:
/rfl/item/134
startingpage:
1
subject:
extensive reading motivation second language reading motivational factors intrinsic motivation graded readers
title:
Japanese high school students’ motivation for extensive L2 reading
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