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MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY
------------------------------------------

DANG KIEU ANH

DEMOTIVATING FACTORS IN EFL READING CLASSES: AN
INVESTIGATION INTO TEACHERS’ AND STUDENTS’ PERSPECTIVES
AT NGUYEN HUU CANH VOCATIONAL SCHOOL,
DISTRICT 7, HO CHI MINH CITY

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES
Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: NGUYEN THU HUONG, Ph.D.

HO CHI MINH City, 2016


STATEMENT OF AUTHORSHIP

I certify that the thesis entitled "Demotivating factors in EFL Reading Classes: An
investigation into Teachers’ and Students’ Perspectives at Nguyen Huu Canh
Vocational School, District 7, Ho Chi Minh City" is my own work.
Except where reference is made in the text of the thesis, this thesis does not contain
material published elsewhere or extracted in whole or in part from a thesis by which I
have qualified for or been awarded another degree or diploma.
No other person's work has been used without due acknowledgement in the main text
of the thesis.

This thesis has not been submitted for the award of any degree or diploma in any other
educational institution.
Ho Chi Minh City, September 2016

Dang Kieu Anh

i


ACKNOWLEDGEMENTS

My study would have been impossible without any assistance. Therefore, I
would like to express my endless thanks and gratefulness to the people who have
helped me during the time of doing research for the completion of this thesis.
First and foremost, I wish to send my deepest gratitude to my supervisor, Dr.
Nguyen Thu Huong for his enthusiasm, guidance and encouragement throughout the
research. I appreciate all his contribution of time, helpful advices and scholarly support
to the accomplishment of my research.
I also would like to thank all my friends in Tesol 7 community, who directly or
indirectly contributed to my thesis. My deepest thanks go to Tran Thi Kim Ngan and
Nguyen Thi Kim Loan, who encouraged me to overcome my personal problems and
spent much time editing my thesis professionally.
I also feel thankful for my colleagues and students at Nguyen Huu Canh
Vocational School with their willing participation in the study. Last but not least, I
would like to show my special thanks to my beloved family for their wholehearted
support as well as significant encouragement during the time I conducted the thesis.

ii

ABSTRACT
English has been a compulsory subject and one of mandatory requirements for
graduation at NHC Vocational School. However, many students do not like English,
especially reading classes. They feel boring and refuse to engage in reading activities.
Therefore, this study was conducted to identify what factors perceived demotivating in
reading classes. Two questionnaires and follow-up interviews were carried out to
gather data from the participation of eight teachers and 106 students teaching and
studying at school. The SPSS version 22.0 was utilized for analyzing collected data.
The participants' opinions were examined four clusters of demotives, namely text book,
reading texts, reading tasks and teacher-related factors.
The results show that reading tasks, teacher-related factors and text book are
three major categories of demotivating factors, whereas, reading texts category is the
least salient one. With respect to reading tasks, reproduction tasks contribute to
students' demotivation. Besides, some tasks with easy level also make students less
motivated. In terms of teacher-related factors, teaching method is the key factor
causing loss of motivation in teachers' and students' perspective. Teaching behavior
and activities have significant influences on learners' demotivation. Regarding text
book, using copied handouts is an issue that demotivates students in reading classes.
The findings include analysis of different opinions from teachers' and students'
viewpoints based on these factors.
At the end of the study, some pedagogical implications and recommendations to
school authority, teachers, students and on learning materials are provided. Hopefully,
these suggestions can help students re-motivate their learning through future
experiments and improve their learning reading in English.

iii


TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ..................................................................................i
ACKNOWLEDGEMENTS .............................................................................................ii
ABSTRACT ................................................................................................................... iii
TABLE OF CONTENTS ................................................................................................iv
LIST OF FIGURES AND TABLES ...............................................................................ix
LIST OF ABBREVIATIONS .........................................................................................xi
Chapter 1: INTRODUCTION .......................................................................................... 1
1.1 Background of the study ......................................................................................... 1
1.2 Statement of problem .............................................................................................. 2
1.3 Research Aims ........................................................................................................ 3
1.4 Research questions.................................................................................................. 4
1.5 Significance of the study ........................................................................................ 4
1.6 Organization of the study........................................................................................ 5
Chapter 2: LITERATURE REVIEW ............................................................................... 7
Overview of Chapter Two ............................................................................................ 7
2.1 Reading ................................................................................................................... 7
2.1.1 Definitions of reading ....................................................................................... 7
2.1.2 Types of reading ............................................................................................... 9
2.1.2.1 Extensive reading ....................................................................................... 9
2.1.2.2 Intensive reading ...................................................................................... 11
2.1.3 Factors affecting teaching and learning reading ............................................ 13
2.1.3.1 Teacher-related factors............................................................................. 13
2.1.3.2 Material-related factors ............................................................................ 14
2.1.3.3 Reader-related factors .............................................................................. 15
2.2 Motivation ............................................................................................................. 16

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2.2.1 Definition of motivation ................................................................................. 16

2.2.2 Levels of motivation and steps for generating motivation ............................. 18
2.3 Demotivation ........................................................................................................ 20
2.3.1 Definition of demotivation ............................................................................. 20
2.3.2 Demotivating factors in EFL learning ............................................................ 21
2.3.3 Previous studies .............................................................................................. 23
2.3.3.1 Related studies on demotivation in language learning in the world ........ 23
2.3.3.2 Related studies on demotivation in reading in the world......................... 27
2.3.3.3 Related studies on demotivation in Vietnamese context ......................... 29
2.3.4 Research gap and implications for the study.................................................. 31
2.4 Hypothesis and Research model ........................................................................... 32
2.5 Chapter summary .................................................................................................. 33
Chapter 3: METHODOLOGY ....................................................................................... 34
3.1 Introduction ........................................................................................................... 34
3.2 Research questions................................................................................................ 34
3.3 Research Design ................................................................................................... 34
3.3.1 Research site ................................................................................................... 34
3.3.2 Material: “Solutions” textbook....................................................................... 36
3.3.3 Participants ..................................................................................................... 37
3.3.3.1 Teachers ................................................................................................... 38
3.3.3.2 Students .................................................................................................... 39
3.3.4 Research instruments ...................................................................................... 40
3.3.4.1 Preliminary study (Interviews) ................................................................ 40
3.3.4.2 Questionnaire ........................................................................................... 42
3.3.4.3 Follow-up interviews ............................................................................... 44
3.3.4.3.1 Interview for teachers ........................................................................ 45
3.3.4.3.2 Interviews for students ...................................................................... 46

v

3.4 Data collection procedure ..................................................................................... 48
3.4.1 Pilot interviews ............................................................................................... 48
3.4.2 Questionnaire .................................................................................................. 49
3.4.2.1 Pilot test with questionnaire ..................................................................... 49
3.4.2.2 Questionnaire to students ......................................................................... 50
3.4.2.3 Questionnaire to teachers ......................................................................... 50
3.4.3 Follow-up interviews ...................................................................................... 51
3.4.3.1 Focus group interview to students ........................................................... 51
3.4.3.2 Individual interviews to teachers ............................................................. 52
3.5 Data Analysis ........................................................................................................ 52
3.5.1 Reliability of the questionnaire ...................................................................... 53
3.5.2 Analyses of data from the questionnaire ........................................................ 54
3.5.3 Analyses of data from the interviews ............................................................. 55
3.6 Summary of Chapter 3 .......................................................................................... 55
Chapter 4: RESULTS AND DISCUSSION .................................................................. 56
4.1 Introduction ........................................................................................................... 56
4.2 Data Analysis ........................................................................................................ 57
4.2.1 Research question 1: What are the characteristic patterns of demotivating
factors perceived by students and teachers? ............................................................ 57
4.2.1.1. Demotivating factors perceived by students ........................................... 58
4.2.1.1.1 Students' general viewpoints on demotivating factors regarding the 4
issues and their attitude towards reading learning in a reading class ............... 58
4.2.1.1.2 Students' perceptions in each particular cluster of demotivating
factors ............................................................................................................... 59
4.2.1.1.2a Demotivating factors relating to Reading tasks ............................... 59
4.2.1.1.2b Demotivating factors relating to Teacher - related factors .............. 61
4.2.1.1.2c Demotivating factors relating to Textbook ...................................... 64
4.2.1.2. Demotivating factors perceived by teachers ........................................... 65

vi

4.2.1.2.1 Teachers' general viewpoints on demotivating factors regarding the 4
issues and their attitude towards reading learning in a reading class ............... 65
4.2.1.2.2 Teachers' perceptions in each particular cluster of demotivating
factors ............................................................................................................... 66
4.2.1.2.2a Demotivating factors relating to Textbook ...................................... 66
4.2.1.2.2b Demotivating factors relating to Reading tasks .............................. 67
4.2.1.2.2c Demotivating factors relating to Teacher - related factors .............. 68
4.2.2 Research question 2: To what extent are teachers' perspectives different from
students' in terms of the characteristic patterns of demotivating factors? ............... 71
4.2.2.1 Differences between teachers' and students' general viewpoints on the
factors causing demotivation ............................................................................... 71
4.2.2.2 Differences between teachers' and students' opinions relating to Textbook
.............................................................................................................................. 72
4.2.2.3 Differences between teachers' and students' opinions relating to Reading
tasks ...................................................................................................................... 73
4.2.2.4 Differences between teachers' and students' opinions relating to Teacher related factors ....................................................................................................... 74
4.2.3 Summary of the findings ................................................................................ 78
4.3 Discussion of the findings .................................................................................... 80
4.3.1 Research question 1: What are the characteristic patterns of demotivating
factors perceived by students and teachers? ............................................................ 80
4.3.1.1 Reading tasks and learners' demotivation ................................................ 81
4.3.1.2 Teacher-related factors and learners' demotivation ................................. 82
4.3.1.3 Textbook and learners' demotivation ....................................................... 84
4.3.2 Research question 2: To what extent are teachers' perspectives different from
students' in terms of characteristic patterns of demotivating factors?..................... 85
4.3.2.1 Different viewpoints regarding Reading tasks......................................... 86
4.3.2.2 Different viewpoints regarding Teacher-related factors .......................... 86
4.3.2.3 Different viewpoints regarding Textbook................................................ 88

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4.4 Chapter summary .................................................................................................. 89
Chapter 5: CONCLUSIONS AND RECOMMENDATIONS ...................................... 90
5.1 Conclusion ............................................................................................................ 90
5.1.1 Conclusion to Research question 1 ................................................................ 90
5.1.2 Conclusion to Research question 2 ................................................................ 91
5.2 Pedagogical implications ...................................................................................... 92
5.2.1 Implications for school authority ................................................................... 92
5.2.2 Implications for Teachers and English teaching staff .................................... 94
5.2.3 Implications for materials and resources ........................................................ 96
5.2.4 Implications for students ................................................................................ 96
5.3 Limitations and recommendations for further research ........................................ 98
5.4 Chapter summary .................................................................................................. 98
REFERENCES ............................................................................................................. 100
APPENDIXES ............................................................................................................. 109
Appendix 1A ............................................................................................................. 109
Appendix 1B ............................................................................................................. 111
Appendix 2A ............................................................................................................. 113
Appendix 2B ............................................................................................................. 115
Appendix 3A ............................................................................................................. 117
Appendix 3B ............................................................................................................. 120
Appendix 4A ............................................................................................................. 123
Appendix 4B ............................................................................................................. 126
Appendix 5A ............................................................................................................. 129
Appendix 5B ............................................................................................................. 133
Appendix 6A ............................................................................................................. 136
Appendix 6B ............................................................................................................. 139

viii


LIST OF FIGURES AND TABLES

Figure 2.1: The research model ...................................................................................... 33
Table 3.1: Teachers' demographic data .......................................................................... 38
Table 3.2: Students' demographic data ......................................................................... 39
Figure 3.1: Interview Protocol for Teachers .................................................................. 45
Figure 3.2: Interview Questions for Teachers ................................................................ 46
Figure 3.3: Interview Protocol for Students ................................................................... 47
Figure 3.4: Interview Questions for Students ................................................................ 48
Table 3.3: Reliability of the questionnaire ..................................................................... 54
Table 4.1: Students' viewpoints on four clusters of demotivating factors ..................... 58
Table 4.2a: Students' opinions about task types causing demotivation ......................... 59
Table 4.2b: Students' opinions about task difficulty and authenticity ........................... 60
Table 4.3a: Students' opinions about teaching methods causing demotivation ............. 61
Table 4.3b: Students' opinions about teaching behavior causing demotivation ............ 62
Table 4.3c: Students' opinions about teaching activities causing demotivation ............ 63
Table 4.4: Students' opinions about textbook causing demotivation ............................. 64
Table 4.5: Teacher's viewpoints on four clusters of demotivating factors .................... 65
Table 4.6: Teachers' opinions about textbook causing demotivation ............................ 66
Table 4.7a: Teachers' opinions about task types causing demotivation......................... 67
Table 4.7b: Teachers' opinions about text difficulty and authenticity causing
demotivation ................................................................................................................... 68
Table 4.8a: Teachers' opinions about teaching methods causing demotivation ............ 69
Table 4.8b: Teachers' opinions about teaching behavior causing demotivation ............ 69
Table 4.8c: Teachers' opinions about teaching activities causing demotivation ........... 70
Table 4.9: Differences between teachers' and students' general viewpoints on the

factors causing demotivation.......................................................................................... 71

ix


Table 4.10: Differences between teachers' and students' opinions relating to Textbook
........................................................................................................................................ 72
Table 4.11: Differences between teachers' and students' opinions relating to Reading
tasks ................................................................................................................................ 73
Table 4.12a: Differences between teachers' and students' opinions relating to Teaching
methods .......................................................................................................................... 75
Table 4.12b: Differences between teachers' and students' opinions relating to Teaching
behavior .......................................................................................................................... 76
Table 4.12c: Differences between teachers' and students' opinions relating to teaching
activities ......................................................................................................................... 77
Table 4.13: Summary of the findings............................................................................. 79
Table 5.1: Pedagogical implications according to demotivating factors ....................... 92

x


LIST OF ABBREVIATIONS

EFL: English as Foreign Language
SPSS: Statistical Package for the Social Sciences
NHC: Nguyen Huu Canh (School)
IT: Informatics Technology
MA: Master of Arts
TESOL: Teaching English to Speakers of Other Languages
MOET: Ministry of Education and Training

Sig. (2-tailed): Significance (two-tailed)

xi


Chapter 1: INTRODUCTION

This chapter demonstrates an introduction to the present study. Initially, it
briefly describes development of education in general, language learning and trends as
well as current problems in English learning in Vietnam, specifically as an overall
background. Then, it presents related issues and factors influencing learning reading
skill in the specific context of Nguyen Huu Canh Vocational School. Finally, it
includes the significance of the study and plans out the study organization.

1.1 Background of the study
In the context of renovation stage, English has become the dominant foreign
language to be taught in Vietnam (Le H. D., 2013; Le H. T., 2013). English has been
put into national educational system for a long time and come into one of the
compulsory subjects in all universities, colleges and almost all upper and lower
secondary schools and even in several primary schools. Besides, English is always
considered as the prerequisite for students to enter higher level of education or seek
more chances to improve knowledge and competence in developing countries. These
days, many educational programs and projects have been established and developed for
years including renovation program in teaching and learning to achieve progress and
competence in using a foreign language for learners at vocational schools, colleges and
universities (Government, 2008). For these reasons, it is essential to enhance quality of
teaching and learning English with proficient training four basic skills in which reading
is the most challenging skill, especially for vocational level learners, according to the
author's personal observation. Moreover, reading is not only a valuable means to
achieve background knowledge in order to promote English proficiency in other skills

1


but a way to revise and fulfill language competence (Pastel & Jain, 2008; Robb &
Susser, 1989).
Despite recognizing the importance of English learning, in reality the teaching
and learning of English as well as reading skill have encountered difficulties. These
were described as demotivating factors in English classes, especially during reading
time. In fact, demotivation is not a new concept in the field of foreign language
learning research. In the world, a number of previous studies (Dornyei, 2001a; Jomairi,
2011; Kaivanpanah & Ghasemi, 2011; Kikuchi & Sakai, 2009; Trang & Richard B.
Baldauf, 2007) have been conducted to indicate significant demotivating factors. Doing
research on demotives helps not only researchers but also language teachers because
they have more chances to understand theories on motivation as well as know that
motivation is one of the key factors driving language learning success. In the light of
demotivating factors, the present study is an attempt to seek the influences of these
factors on students' learning in reading classes.

1.2 Statement of problem
In Nguyen Huu Canh's reading classes, lessons have been taught intensively
through presenting new issues with respect to introduction of key words, structures,
main ideas and strategies used to complete reading process before starting to read. This
type of reading is common traditional method in teaching reading skill in Vietnam
(Hoang, 2007; Huynh, 2008). According to Huynh (2008), intensively instructed
reading was not really related to practical aspects regarding text format, topics, content,
etc. Several students shared their unsatisfaction and bored feeling in learning along
with reading improvement. Specifically, students have been learning textbook
"Solutions", emphasizing four language skills. Reading is one of the most focused with
two parts of reading texts. In the first term, they learn six units in elementary level

2


textbook containing topics about family, sports, entertainment, education, etc. In the
second term, they also study six units for higher level consisting of topics relating to
sports, history, geography, music, etc. Above all, students' reading comprehension and
actively engaging in classroom activities are the most meaningful objectives. However,
coming from the writer's personal observation, the learning results were under
expectations. Most of students did not like reading and were not eager to take part in
reading activities, reading class became tedious and stressful.
Another reason appealing to the author for carrying out this study sprang from
her personal interest. She used to experienced similar impediment when she was at
high school and university. Through years of teaching at NHC, she has recognized
students' difficulties in learning English generally and reading skill specifically. In
addition, inability in reading English texts could be considerable barrier in
comprehending professional materials.
For the issues presented above, it would be necessary to conduct a survey
research on demotives in reading classes underlying teachers’ and students’ points of
view at NHC Vocational School. Hopefully, the results from this study will support
renovation and proper orientation in English learning and teaching to achieve sufficient
learning outcomes.

1.3 Research Aims
Accordingly, the present study sets two major aims. Firstly, it gleans what
factors can be considered as demotives in EFL reading skill reported by teachers and
students at NHC Vocational School. Secondly, it tries to identify dissimilarities
between teachers’ and students’ attitudes on demotivating factors in EFL reading
classes. The results of the study will bring a comprehensive view on typical reading

3


classes at NHC and help find appropriate solutions for better English learning and
teaching.

1.4 Research questions
To attain the above purposes, this current research aims at seeking answers to
the following questions:
Research question 1: What are the characteristic patterns of demotivating
factors perceived by students and teachers?
Research question 2: To what extent are teachers' perspectives different from
students' in terms of the characteristic patterns of demotivating factors?

1.5 Significance of the study
Although the concept of demotivation is not new in language research in the
world, research about factors raising demotivation in reading, there has been a modest
amount of concern especially over vocational level learners. In the reality of English
teaching and learning at vocational schools, reading is one of the most difficult and
challenging issue in English learning to fulfill four-skill language competence. Thus,
the research results bring a significant contribution to theoretical and pedagogical
aspects.
From theoretical point of view, the study provides teachers and learners with the
importance of learning reading, kinds and strategies of reading conveying
effectiveness. Moreover, it helps indentify stimuli activating feeling of demotivation
and arouse further research into demotivation in other language skills generally and
reading specifically in Vietnamese context.
From pedagogical viewpoint, this study plays an important role in
acknowledging teachers’ and learners’ viewpoints toward problems causing
4

demotivated language learners. Understanding the reasons why students at NHC school
keep demotivation

during English reading classes benefits not only students in

clarifying objectives and attitudes in learning but the teaching staff with an overall
insight in improving curriculum, materials, methods and many things related in order
to obtain comprehensive goal in English field.

1.6 Organization of the study
The study consists of five chapters with an introduction for each at the
beginning.
Chapter 1 provides the background of the study based on trend and problems of
English teaching and learning reading skill in the context where the study was
conducted. Also, it gives the aims, research questions, significance and structure of the
study.
Chapter 2 reviews relevant theories and concepts to the current research, namely
reading, types of reading, factors affecting reading process as well as issues concerning
motivation and demotivation. Besides, a summary of previous studies is offered as a
base to pinpoint the research gaps and establish a research model for the thesis.
Chapter 3 justifies the methodology of the research. It includes a detailed
description of research design containing research site, material used, participants,
instruments. Furthermore, procedures for data collection and data analysis are also
presented.
Chapter 4 illustrates data collected from questionnaires and interviews. The
chapter indicates demotivating factors perceived by teachers and students and analyzes
these figures to determine the differences between two participant subjects.

5


Additionally, it discusses the findings reported based on results extracted from
teachers' and students' interviews.
Chapter 5 draws conclusions from responding to research questions, gives some
pedagogical implications, recommendations and possible suggestions for further
research.

6


Chapter 2: LITERATURE REVIEW

Overview of Chapter Two
The aim of this chapter is to present the theoretical background that was used to
underpin this study. The chapter starts with a review of literature on definition, types of
reading and components affecting a reading process. Next, it presents definitions of
motivation and introduces briefly effects of motivation in reading classes. Furthermore,
the chapter describes the main issues, namely demotivation and demotivating factors in
language learning are also included. After that comes an in-depth review of previous
studies relating to demotives in language learning and reading classes. Finally, based
on the reviewed literature, the chapter comes up with a research model that directs the
study.

2.1 Reading
In acquiring English, the students have to master the four basic skills of English
which consists of speaking, listening, reading and writing. Of the four skills, reading is
considered as the most important skill (Pastel & Jain, 2008; Noor, 2011; Robb &
Susser, 1989). The following describes the definition of reading, types and

characteristics of reading as well as factors influencing teaching and learning reading
skill.
2.1.1 Definitions of reading
Through recent decades, there have been a number of definitions of reading
mentioned by different authors, theorists and educators, presenting reading as a crucial
skill to learn and improve. In this section, reading is defined from perspectives
focusing on what reading is and processes in learners' mind when approaching a text to
read.

7


Firstly, Robb & Susser (1989) stated that reading has been considered as the
most uppermost skill in EFL teaching because it helps develop learners' language
proficiency and is the initation for improving other language skills such as writing or
speaking (Harmer, 1998). In fact, reading can be described as an identical model in
enriching language knowledge relevant to vocabulary, grammar, sentence format as
well as improving students' language ability. In line with this perspective, Noor (2011)
believed that in any higher learning context, reading is given an account of the most
important academic language skill for all second and foreign language students.
Students learn new information and language to become more competent in their
perception through their practice of reading. Knowledge and experience of people "in
away far beyond distance or time" will be cultivated through reading. The author
defines reading as "one of the most important components of our language and it is an
essential tool for lifelong learning for all learners" (Noor, 2011, p.2).
In another sense, reading is reflected as "the process of receiving and
interpreting information encoded in language form via the medium of print" (Urquhart
& Weir, 1998, cited in Grabe, 2009). This is expressed by capability what good readers
perform tasks during their reading. Besides, Mikulecky (2008) indicated "reading is a
conscious and unconscious thinking process". By using proper strategies in reading,

learners can create the relationship between what they know and information in the text
and decode the writer's implication or intention to conceive the text meaning.
Meanwhile, Grabe (2009) emphasized reading in the synthesis and
interpretation of learning processes, consisting of (1) a rapid and efficient process, (2) a
comprehending process, (3) an interactive process, (4) a strategic process, (5) a flexible
process, (6) a purposeful process, (7) an evaluating process, (8) a learning process and
(10) a linguistic process. Reading is delineated as a rapid and efficient process because
it is put in relation to coordination of reading rate and skills to catch text's soul, a

8


comprehending process because comprehension is the central goal toward a fluent
reader within reading, an interactive process due to the combination of many cognitive
processes to approach fluent reading and interaction between the reader's background
knowledge and the writer's intended information through the text. Besides, reading is
outlined as a strategic process depending on the usage of effective strategies to achieve
comprehension outcome as a main reading goal, a flexible and purposeful process
because of the flexibility in changing reading procedures and goals in order to
concentrate on alternative reading purposes, an evaluative process considered as a
mixture of being strategic and purposeful in evaluating the effectiveness of our reading.
Next, with respect to evaluation, any reading activity is described a learning process reading is articulated as a way to give feedback on what we learn from the text. Lastly,
reading is defined as a linguistic process because there is a clear correlation between
reading and related language knowledge such as "graphemic-phonemic" apprehension,
recognition of vocabulary, grammar structures and other linguistic attributes as
morphology, syntax, semantic. Obviously, clear presentation of processes above gives
an overview of what a reader do to be fluent in encountering a text. In short, these
processes can be understood as functional components of reading.
2.1.2 Types of reading
Based on distinctive purposes, there are two types of reading with identical

characteristics described as following, namely extensive and intensive reading. There
are two main reasons for reading: read for pleasure and read for study with plentiful
sorts of reading materials: instructional materials, internet materials, reports, story
books, magazines, newspapers and emails, etc (Pastel & Jain, 2008).
2.1.2.1 Extensive reading
Palmer (1968) assured extensive reading is a process performed with learners'
encouragement and attention on the meaning, not focusing on linguistic issues of the

9


text. Moreover, extensive reading emphasizes the amount of reading should be
considerable and overall understanding is more focused than the language and
grammar of a text. Similarly, Elley & Mangubhai (1983) called extensive reading
"book flood" because of a huge quantity of reading materials required to capture
learning approach. Meanwhile, Krashen (1993) defines extensive reading as "free
voluntary reading" or "pleasure reading" (Mikulecky, 1990) based on purposes of
reading.
As Alyousef (2005) denoted in his paper, extensive reading helps develop
reading ability through focusing on authentic reading materials or reading for pleasure.
Learners can choose what they want to read in or outside classrooms. Extensive
reading facilitates developing learners' independence and self-confidence in terms of
appropriate "content, level of difficulty and length" of reading texts (Hedge, 2003,
cited in Alyousef, 2005). In similar, according to Walter (2003) and Helgesen (2005),
extensive reading provides learners with strongly free choice of materials in terms of
getting information, interest and enjoyment along with suitable level of difficulty. The
selection made by students themselves keep their concentration to read with their
willingness and effort in order to enhance reading ability gradually. In addition,
learners can read as much as possible without paying attention to when, where and how
to read. In this sense, students should be aroused a desire to read anywhere at any time

in a convenient and comfortable reading environment.
With respect to characteristics of extensive reading, Day & Bamford (1998, p.8)
clarified its features as following. First of all, a great amount of reading materials are
selected based on a wide range of topics, within readers' linguistic competence.
Further, students are encouraged to self-determine in choosing what to read and move
on their ability at their own pace. For instance, students have to spend most of class
time to tackle the requirements of compulsory reading activities and tasks. So,

10


extensive reading is a good chance for learners to release their stress and de-motivation
with outside classroom reading activities (Huynh, 2008). Besides, Day & Bamford
affirmed that extensive reading depends on specific purpose focusing on pleasure,
information, overall understanding and fast speed of reading. Also, follow - up
exercises after reading are not necessary to examine how language is used. In addition,
a teacher plays an important role as an active member in class who orients students to
comprehend goals for reading, supports them with efficient methods to read and keeps
an eye on their reading process.
Briefly, as stated in Mikulecky's (2008) paper, extensive reading is a guide to
read for pleasure and lessen stressful emotion within reading classes. The aim of this
kind fortifies reading for expanding vocabulary and grammar knowledge and
increasing reading speed and fluency, not only paying much attention to complete
understanding what a text is about.
2.1.2.2 Intensive reading
On the contrary to apprehension of extensive reading as a process of reading to
learn, according to Alyousef (2005), intensive reading is understood as learning to
read. By using proper strategies, students are provided with knowledgeable and cultural
background to engage in reading activities. Intensive reading is described as a
procedure "to take a text, study it line in line, referring at every moment to our

dictionary and our grammar, comparing, analysing, translating and retaining every
expression that it contains" (Palmer, 1968, cited in Day & Bamford, 1998, p.5).
Besides, according to Long & Richards (1987), intensive reading is understood as a
"detailed in-class" analysis, instructed by a teacher , of vocabulary and grammar points
in a short passage. The researchers emphasized role of teachers in the intensive reading
classes and usage of texts with limited length to encourage students to read intensively.

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Moreover, intensive reading is sometimes interpreted as narrow reading due to selected
options of topics and text types.
Intensive reading activities are beneficial for four main reasons: "to help
learners comprehend written texts, to become more aware of text organization, to learn
how to use and monitor effective reading strategies, and to develop general literacy
skills necessary to generate productive expressions in foreign language" (Paran, 2003,
cited in Loucky, 2004). According to Bamford & Welsh (2007), intensive reading
refers to "careful reading of shorter, more difficult foreign language texts with the goal
of complete and detailed understanding". In fact, intensive reading focuses on level of
comprehension and long-lasting memory after reading (Nuttall, 2003). The objective of
intensive reading is to achieve a fully awareness of a text, what the text means as well
as how it can be interpreted. Moreover, it helps readers seek for detailed information,
so the length of text is more focused (Pastel & Jain, 2008).
According to some researchers (Brown, 2000; Nuttall, 2003; Pastel & Jain,
2008), intensive reading bases on in-class reading activities with teachers' provision of
vocabulary, structures, strategies to perform reading tasks. The teacher becomes a class
manager to determine what, when and how to read. There are some advantages and
disadvantages when students are forced to read intensively, presented clearly as follow:
Advantages

Disadvantages

- provide learners with a foundation to
study vocabulary and structures
- provide learners with a foundation to
improve an effective control of
language
- provide learners with a foundation to
check their understanding

- include little practical reading with in-class reading
based on limited textbooks
- use same materials for whole class, so it is very
difficult to choose reading suitable for every students
- use texts chosen by teachers, therefore it is not easy
to satisfy students' needs
- have less chance to learn more language patterns
because of limited amount of texts
- reading without enjoyment due to lack of intrinsic
motivation

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In short, teacher-centered role, linguistic focused learning and information
achieved method are pointed out as major characteristics of intensive reading (Pastel &
Jain, 2008).
2.1.3 Factors affecting teaching and learning reading
Reading is delineated as "a source of learning and enjoyment" (Nation, 2005)
and the most important activity in a language class (Pastel & Jain, 2008). Moreover,

the importance of reading was emphasized in many language learning studies (Noor,
2011; Meng, 2009; Mikulecky, 2008; Susser & Robb, 1990). It is generally agreed
among these authors that good readers with good reading competence is a crucial and
mandatory requirement in achieving English for academic and occupational purposes.
This part, with the interpretation of basic elements influencing reading process, is an
overview of teaching and learning reading.
2.1.3.1 Teacher-related factors
In Ullah & Fatema's (2013) research, among three issues affecting teaching and
learning reading, teacher-related factors including teaching ability and methods,
teacher's dominance, teacher's feedback as well as teaching activities in classrooms
were described as the most influenced aspect. In teacher-centered classrooms, students
are really passive learners and their learning virtually rely on teachers' instruction.
Specifically, teachers cover all activities without giving students more time and
chances to do by themselves negatively influence on learners' performance and create
no encouragement for students to learn and raise autonomy (Li, 1998; Reeve & Jang,
2006). This can be described as a major obstacle in helping students engage in reading
class activities. Moreover, "learners can be taught to become more competent readers
by raising their consciousness to the kinds of strategies that work better in relationship
to the kind of text they are reading" (Majid, 2000, cited in Ullah & Fatema, 2013). So,
role of teacher in reading classes is indispensable through providing students with

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