Calibrating motivational reading instruction strategies

Abstract

This study explored the role of motivational reading instruction for the encouragement of engaged reading practices among second language (L2) learners in China. Field research was carried out with a cohort of pre-college-aged L2 learners studying in an advanced EAP reading course at a language centre in Shanghai. Field study instruments and procedures consisted of semi-structured interviews, surveys, questionnaires, and classroom observations. The gathered data set was coded and interpreted with reference to related empirical research as well as with three previous case studies. The results indicated that motivational reading instruction strategies which offer a calibrated application of extrinsic and intrinsic incentives delivered via direct and indirect instructional methods can positively encourage engaged reading practices among L2 learners. Ideally, the academic implications of this study provide insight and innovation into the field of EAP motivational reading instruction for the enhanced literacy and academic success of L2 learners both within and beyond the classroom. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.