Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle

dc.contributor.author Mikami, Yuka
dc.date.accessioned 2020-04-27T22:43:53Z
dc.date.available 2020-04-27T22:43:53Z
dc.date.issued 2020-04-15
dc.description.abstract This study applied a qualitative approach and investigated the processes of motivational change through goal setting in extensive reading (ER). The one-year ER program integrating goal setting was introduced in a Japanese university. Interviews were conducted with four selected participants from among 23 students. The results revealed different patterns in students’ motivational change associated with goal setting. When students used goal setting effectively, they felt a sense of achievement, enhanced their intrinsic motivation and self-efficacy, and formed a virtuous cycle toward new goals. On the other hand, when students were unable to use goal setting effectively, they repeatedly failed to achieve goals and seemed less motivated to read. This paper discusses ways to set appropriate goals for increasing reading motivation.
dc.identifier.citation Mikami, Y. (2020). Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle. Reading in a Foreign Language, 32(1), 28-48. https://doi.org/10125/66575
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66575
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject goal setting
dc.subject extensive reading
dc.subject motivation
dc.subject self-efficacy
dc.subject sense of achievement
dc.subject virtuous cycle
dc.subject qualitative case study
dc.title Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle
dc.type Article
dc.type.dcmi Text
prism.endingpage 48
prism.number 1
prism.startingpage 28
prism.volume 32
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