Ayalew, Elizabeth (Asst. Professor)Wondimeneh, Dereje2018-07-102023-11-092018-07-102023-11-092008-06http://etd.aau.edu.et/handle/123456789/7614The 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.enMotivational TechniquesThesis