چکیده:
Reading motivation is a well-researched topic in relation to first language literacy development due to its influence on both reading processes and outcomes. In second language reading, the role of motivation has not been as thoroughly explored. The aim of this review of literature is to highlight established studies as well as recent explorations in some recurring areas of first and second language reading motivation research. Focusing on reading in the English language, it provides an overview of the underlying components of reading motivation, and discusses internal and external factors that relate to students’ motivation to read. The article concludes by suggesting directions for further research in second language reading motivation, including conducting more qualitative studies, and exploring sociocultural influences and instructional practices that motivate or demotivate readers. The review is mainly intended for potential second language reading researchers and practitioners who are relatively new to the topic.
خلاصه ماشینی:
"The study collected data by tracking how Wiki and Non-wiki groups build knowledge of a topic through the inquiry-based learning and surveying their perceived challenges.
This calls for a need for carefully chosen technology tools to keep students engaged by making connections between information in various sources and integrating knowledge into rich and complex representations as opposed to a superficial one, which is one of the significant benefits of wikis illustrated by this study.
The information search process of English Language Learner (ELL) students in a Guided Inquiry Project: an in-depth case study of two Korean high school students in the United States.
That the (monolingual) dictionary is an integral part of the language learning process is an axiom of research (Hartmann, 2005; Ezza & Saadeh, 2011; Wright, 2001) and learners usually carry dictionaries, not grammar textbooks (Baxter, 1980).
It would seem that instructing students on the value and limitations of dictionaries, and how to identify their reference needs and develop their skills (Hartmann, 2001) is an apriori for any subsequent testing of the receptive and productive use to which learners put their monolingual dictionaries.
I carried out a much more recent investigation of reference skills (Ali & Siddiek, 2015) which purported to uncover the overall perceptions and actual dictionary practices among a sample of 160 Sudanese English majors in four national universities.
An accompanying analysis of teachers’ perceptions and attitudes towards dictionaries in an earlier study (Ali & Siddiek, 2014) has revealed a degree of apathy reflected in treatment of dictionaries as a peripheral and self-evident part of language skills that is the responsibility of the learner."