An Investigation of Students’ Perception of Motivational Techniques Teachers Use for Reading Lesson in W/Ro Kelemework Tiruneh Secondary School
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Date
2008-06
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Addis Ababa University
Abstract
The purpose of this study was to identify activities that need consideration in
designing and implementing motivational techniques in reading lesson. For this
reason, this investigation is made on students’ perception of motivational
techniques teachers use for reading lesson. The study was conducted in a
sample of 150 purposefully selected grade ten students of W/ro Kelemework
Tiruneh Secondary school.
To collect the required data for the study, Classroom observations and
questionnaires were used as an instrument. The observable teachers’
motivational techniques were mainly derived from Dörnyei’s (2001) motivational
strategies framework which is designed for foreign language classrooms.
Moreover three kinds of questionnaires, which focused on investigating students’
perception on the frequency of use of teachers’ motivational techniques, degree of
importance of teachers’ motivational techniques and students’ opinion on reading
materials, reading activities and also teachers pedagogical caring were
administered.
The gathered data indicated that, majority of the students have perceived the
relevance of using additional reading materials to the textbook as important to
them. However, teachers use them sometimes. In addition to this, most of the
students perceive involving in activities that are organized to do through group
competitions and doing reading activities individually as activities which are not
important to them, rather pre reading and group reading activities are accepted
as relevant to the majority of the respondents.
Moreover, with regard to teachers’ assistance, more than half percent of the
students’ reported that, getting opportunities to participate in classroom
discussions as important to them. In addition to this, most of them believed that
reading engagement could be achieved through efforts that students could
employ. In the contrary, teachers’ role was perceived by students as inadequate.
Consequently, to minimize the problem and to design motivational techniques in
line with students motivational orientation and style of learning the researcher
recommends that effort should be made in assessing students reaction to reading
materials teachers use and making a link with topics students enjoy reading,
providing students with classroom activities they prefer to be involved and also
conducting continuous research which help to identify teachers’ pedagogical
support students need to get.
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Keywords
Motivational Techniques