Reading English for academic purposes: Investigating situational factors motivating learners to read
This study attempted to determine the factors that motivate students to engage in English for academic purposes (EAP) reading activities. Keeping the objective in consideration, two teacher informants were invited to reflect on their own EAP reading experiences and discuss pedagogical situations in which their students were more willing to read. Then a questionnaire containing nine statements describing various situations was constructed based on interviews with the teacher informants and data were collected from forty teachers having experience in teaching reading EAP. The data obtained were analyzed quantitatively. The results showed that learners were motivated to read under four circumstances namely when 1) key points were highlighted while teaching, 2) the teacher explained everything to them and used some Nepali to explain basic concepts, 3) the exams were directly based on classroom teaching 4) there were clear graphs, tables, and illustrations in the texts. It was also found from the study that the higher the involvement in the tasks, the lower the motivation on the part of students.
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