{"pk":35994,"title":"Examining International Students’ Motivation to Read in English From a Self-Determination Theory Perspective","subtitle":null,"abstract":"Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of\nadult ESL students in the US is an underexplored area of\nresearch. The current study adopted self-determination\ntheory—the concepts of intrinsic motivation, identified\nregulation, and controlled motivation, in particular—to\nexamine IEP students’ motivation to read in English. The\nstudy also explored the relationship between the students’\nL2 reading motivation and classroom instruction. The\nsurvey results of the study indicate that these students’\nmotivation to read was characterized more strongly by\ntwo relatively autonomous forms of motivation (i.e., intrinsic motivation and identified regulation). The content\nof the reading and engaging in peer discussions stood out\nas the classroom experiences that affected the students’\nmotivation to read in English. Pedagogical implications\nbased on the study outcomes include providing the students with opportunities to compare their L1 and L2 reading experiences.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Extensive Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37734180","frozenauthors":[{"first_name":"Reiko","middle_name":"","last_name":"Komiyama","name_suffix":"","institution":"California State University, Sacramento","department":""},{"first_name":"Alessandra","middle_name":"","last_name":"McMorris","name_suffix":"","institution":"California State University, Sacramento","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35994/galley/26846/download/"}]}