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The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study
Ying-Chun Shih1; Barry Lee Reynolds2
2018-03
Source PublicationAPPLIED LINGUISTICS REVIEW
ISSN1868-6311
Volume9Issue:1Pages:35-62
Abstract

An English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.

KeywordGoal Setting L2 Reading Proficiency Motivation Reading Strategy Instruction Efl Reading
DOI10.1515/applirev-2016-1022
URLView the original
Indexed BySSCI ; SSCI ; AHCI
Language英語English
WOS Research AreaLinguistics
WOS SubjectLinguistics ; Language & Linguistics
WOS IDWOS:000426568700002
PublisherWALTER DE GRUYTER GMBH
The Source to ArticleWOS
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Citation statistics
Cited Times [WOS]:8   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBarry Lee Reynolds
Affiliation1.Department of Applied Foreign Languages,National Taipei University of Business,,Taipei,Taiwan
2.Faculty of Education,University of Macau,,Taipa,Macao
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Ying-Chun Shih,Barry Lee Reynolds. The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study[J]. APPLIED LINGUISTICS REVIEW,2018,9(1):35-62.
APA Ying-Chun Shih,&Barry Lee Reynolds.(2018).The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study.APPLIED LINGUISTICS REVIEW,9(1),35-62.
MLA Ying-Chun Shih,et al."The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study".APPLIED LINGUISTICS REVIEW 9.1(2018):35-62.
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