Motivation Through Extensive Reading: A Self-Determination Theory Perspective on Young Learners of English as a Foreign Language

Abstract

This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed a significant increase in overall motivation, with intrinsic motivation, identified regulation, introjection regulation, and external regulation notably enhanced. Qualitative findings identified key factors contributing to motivational changes, including heightened interest in English classes, English subject, and English language; a greater sense of achievement; improved academic performance; and increased social interactions during reading activities. The study confirms extensive reading as an effective approach for fostering motivation of learning English and suggests its broader implementation among middle school learners of English as a foreign language.