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Creating motivation for reading recommended literary texts by teachers-in-training
Balogun, Sarah
Balogun, Sarah
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Date
2023
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Nigeria
Abstract
Context: The study was conducted at the Federal College of Education Zaria, Kaduna State, Nigeria, focusing on Year 2 students aged 18 to 20 studying English language as a single major. These students, primarily from mid-low socio-economic backgrounds, exhibited a lack of motivation and interest in reading recommended literary texts.
Aims: The aim was to explore the reasons behind students' disinterest in literary texts and to identify strategies to enhance their motivation and engagement with these materials.
Methods: The research utilized a reflective journal, focus groups with literature teachers, and questionnaires distributed to 50 students to collect data on their perceptions and experiences with literary texts.
Findings: Students acknowledged the importance of reading but described the texts as boring, complex, and irrelevant to contemporary issues. The intervention strategies - reading aloud, group reading, and role play - increased student engagement, understanding, and appreciation for literary texts.
Implications: The study suggests the effectiveness of interactive and participatory methods in teaching literature. Implementing varied and engaging instructional strategies can foster a positive learning environment, encouraging students to actively participate and develop an interest in literary studies.
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Keywords (free text)
English as a foreign language, reading, literary texts, exploratory action research