Investigating the Effect of Independent Reading on Students’ Motivation to Read

Abstract

Reading is considered as one of the dominant elements in the process of teaching/ learning English as a foreign language. The present study aims at investigating the effects of independent reading on students’ tivation to read. This research treats students’ reluctance to read English texts, which is reflected on their reading abilities and their low academic achievement as well. This study was guided by the hypothesis that Students’ motivation to read in English would be increased if they read independently. The research work takes the case of Algerian second-year EFL students at Abdelhafidh Boussouf Mila University, for the academic year 2019-2020. To reach the research aim and test the validity of the hypothesis, and answer the research estions, a study was conducted that consisted of two types of research tools: a students’ questionnaire and a teachers’ interview. Eighty (80) second year EFL students, were selected randomly out of the whole population, and sked to fill in the questionnaire. In addition, a teachers’ interview was delivered to ten (10) English teachers, at Mila University. The data were analyzed both quantitatively and qualitatively. The results obtained from this study show that independent reading has a significant role in making EFL learners more motivated towards reading. Thus, the hypothesis is confirmed. The data collected from teachers, at Abdelhafidh Boussouf University, roved that: 1/ the reading materials are the students’ choices, and the teacher’s role in promoting learners ’ dependent reading is crucial. On the basis of these results, the dissertation ends with a number of pedagogical implications, and recommendations. They are proposed to help teachers and students guarantee effective utcomes