A case study of extensive reading with an umotivated L2 reader
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2013-10
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
25
Number/Issue
2
Starting Page
213
Ending Page
233
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Abstract
Extensive reading is gaining credibility as an effective way of boosting students’ affect especially in an English as a Foreign Language (EFL) context where access to a second language (L2) input is minimal. This study uses a pattern-matching, single case study research design to examine an adult reader’s motivation and anxiety shifts towards second language reading. Motivation and anxiety were measured through three self-reported questionnaires, three interviews, and observations in 24 extensive reading sessions over an 8-week period. A total of 174 minutes of interviews were audio-taped, transcribed, and analyzed through content analysis. Results suggest that pleasure reading lowered the participant’s fears while increasing motivation towards second language reading. Moreover, the contributing factors for anxiety reduction (confidence, comfort or ease, and enjoyment) and motivation enhancement (convenience or accessibility, satisfaction, comfort or ease, enjoyment, and usefulness) as well as the pedagogical implications for teaching unmotivated readers are discussed.
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extensive reading, L2 reading motivation, L2 reading anxiety, L2 reading, affective dimensions of language learning
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