本研究探討閱讀教學對學生閱讀態度/動機的影響、教材與閱讀態度/動機之間的關係、規定閱讀與閱讀態度/動機的關係並從學生觀點反省閱讀教學教材教法。受試者為57位應外系三班一年級新生：一班是四年制學院部、一班是二年制專科部、一班是進修學院二年制專科部。所有學生接受融入式閱讀教學一學期，以簡易讀本教授閱讀技巧。採量化及質化分析，資料收集包括英文閱讀態度/動機問卷調查前後測、英文課的學習心得調查、訪談、回饋單、讀書報告、教師日誌來了解學生閱讀態度/動機。
　　以成對樣本T檢定重複量數結果顯示學生閱讀態度/動機沒有差異，出席率及願意與他人分享故事內容兩項陳述達顯著差異。獨立樣本T檢定結果顯示在課程結束後課堂閱讀班級的閱讀態度/動機較課外閱讀班級有顯著的進步。質化結果顯示出席率主要原因為早上第一堂課（課外閱讀班級）及工作原因（課堂閱讀班級）。訪談結果也顯示同學願意與他人分享故事內容。課堂閱讀班級在課堂學習經驗及主動參與課堂活動優於課外閱讀班級。這次的學習經驗讓學生了解到閱讀能力要有進步需要個人在課堂及課外投注心力與時間。
  　由Pearson 相關係數分析顯示同學認為教材有趣、簡單、有用，比較能產生正面的閱讀態度/動機。此外，閱讀態度動機比較好的同學傾向選擇較難的讀本自行閱讀。質化結果顯示課堂讀本配合電影及歌曲有助於提升學生閱讀動機。但自行閱讀的讀本最好有趣且難易適中。閱讀簡易讀本強調對故事內容有大概了解對習慣於傳統教學的學生在觀念上是一項挑戰，能完成規定閱讀的同學，其閱讀態度/動機較好。
  　本研究發現學生於完成規定閱讀後是否繼續閱讀主要受到外在因素如是否有額外要求學生閱讀、同儕影響及老師鼓勵勝於學生自發性的動機。學生被動、不想讀、疏於閱讀及無法找到適合的讀本是許多學生無法完成閱讀及其相關作業的主要原因。學生比較喜歡由老師帶著一起讀，並可以加入朗讀、口說以及寫作部分提高學生對閱讀的興趣、課堂教學融入閱讀活動可以增加學生接觸閱讀的機會。

This study investigated instructional impacts on learners’ reading attitudes/motivation, the relationship between materials and learners’ reading attitudes/motivation, required reading and learners’ reading attitudes/motivation and what changes are needed for this instruction to better reflect the learning needs of low achieving students. The participants were fifty seven Applied Foreign Languages freshmen from three different programs in a private Institute of Technology at Eastern Coast Taiwan. They received integrated reading instruction which strategies were taught with a class reader in the fall semester of 2011. Both quantitative and qualitative data were collected including pretest and posttest reading attitudes/motivation questionnaires, course evaluation surveys, and follow-up interviews, student feedback sheets, book reports, and teaching logs.
The quantitative results of paired samples t-test indicated there was no significant difference in learners’ reading attitudes/motivation except for two items: “I had good attendance in this class.” and “I shared the reading materials I read with classmates and friends.”  The independent samples t-test showed that in-class reading group was significantly different from out-of-class reading group after instruction and this result supported the instructional impacts on learner reading attitudes/motivation. Moreover, in-class reading group adopted more active role in class participation than out-of-class reading group. This class experience raised learners’ awareness of the importance of personal engagement both in and out of the classroom in their reading progress. 
The Pearson Correlation analysis revealed that instructional materials that were interesting, easy, and helpful for learning were likely to lead to positive attitudes/motivation. However, students with better reading attitudes/motivation tended to choose more difficult levels of readers for independent reading. Qualitative results indicated that class reader accompanying movies and songs were motivating. Materials for independent reading were perceived better when it was not too difficult or too easy to discourage reading. Reading graded readers which emphasizes reading for general meaning can be challenging for students who are used to the traditional teaching. In addition, students who were willing to comply with reading requirements have better reading attitudes/motivation.
Whether this successful experience could continue depended more on external factors such as required reading, peer influence, teacher recognition/encouragement than on motivation from learner themselves. Learner passivity, reluctance to read, time spent on reading, and difficult to find an appropriate level of readers were emerged reasons for students who failed to comply with the reading assignments. 
Students preferred guided reading assisted by teacher explanation. A combination of reading with oral reading, speaking, and writing will improve learner interest in reading. Inclusion of reading time in class will provide learner opportunity to read English.

Table of Contents

Acknowledgements	i
Abstract	ii
Table of Contents	vi
List of Tables	x
List of Figures	xiii
List of Appendices	xiv
CHAPTER 1 Introduction	1
1.1 Background and Motivation	1
1.2 Purpose of the Study	3
1.3 Research Questions	4
1.4 Significance of the Study	5
1.5 Definitions of Terms	6
1.6 Organization of the Study	7
CHAPTER 2 Literature Review	8
2.1 Foreign Language Reading Instruction	8
2.1.1 Problems with Traditional Instruction	8
2.1.2 Issues of Learner Autonomy	11
2.1.3 Effective Reading Instruction	13
2.1.4 Integrated Reading Instruction	14
2.1.4.1 ER Materials	15
2.1.4.1.1 Using Graded Readers	16
2.1.4.1.2 Using Class Readers	18
2.1.4.2 Teaching Reading Strategies	19
2.2 ER Studies	20
2.2.1 ER Studies in Taiwan	21
2.2.2 Success of Book Flood	25
2.2.3 ER Studies Related to Attitudes and Motivation	29
2.3 Reading Motivation Models	35
2.3.1 Gardner’s Socio-Educational Model	35
2.3.2 Mathewson’s Model of Reading Attitude	38
2.3.3 Day and Bamford’s Model of L2 Reading Motivation	39
2.4 Studies on L2 Reading Motivation 	41
2.5 Summary	46
CHAPTER 3 Methodology	50
3.1 Implementation of Integrated Reading Instruction	50
3.2 The Pilot Study	50
3.2.1 Participants	51
3.2.2 Materials	51
3.2.3 Instruments	52
3.2.4 Procedures	53
3.2.5 Results and Discussion	54
3.2.6 Revisions for Improvement	58
3.3 Main Study	58
3.3.1 Participants	60
3.3.2 Materials	62
3.3.3 Instruments	64
3.3.4 Procedures	71
3.3.5 Data Collection	77
3.3.6 Data Analysis	78
CHAPTER 4 Instructional Effects on Reading Attitudes/Motivation	82
4.1 Quantitative Results	82
4.2 Qualitative Results	84
4.2.1 Students’ Responses to This Learning Experience	84
4.2.2 Interview Results of Students’ Perception of This Class Experience	91
4.2.3 Student Self-Evaluations of Overall Attitudes Towards This Class	94
4.2.4 Student Self-Evaluation of English Improvement	99
           4.3 Discussion	101
CHAPTER 5: Materials and Learner Reading Attitudes/Motivation	109
5.1 Quantitative Results	109
5.2 Qualitative Results	117
5.2.1 Student-Reported Challenges for Reading Graded Readers
	117
5.2.2 Students’ Perceptions of Reading Graded Readers	119
5.2.3 Perceived Progress	130
5.2.4 Problems in English Reading/Reading Graded Readers	134
5.3 Discussion	139
CHAPTER 6: Required Reading and Reading Attitudes/Motivation	147
6.1 Quantitative Results	147
6.2 Qualitative Results	149
6.2.1 Billy Elliot	149 
6.2.2 True Stories in the News	153
6.2.3 Self-Chosen readers	156
6.2.4 Student-Reported English Reading Habits	162
6.3 Discussion	164
CHAPTER 7: Learner Needs and Teaching Approaches	169
7.1 Student Suggestions for This Class	169
7.2 Purpose of Learning English	174
7.3 Discussion	175
CHAPTER 8: Concluding Remarks	181
            8.1 Major Findings from this Study	181
8.2 Pedagogical Implications	183
            8.3 Limitations and Suggestions for Future Studies	185
REFERENCES	188
APPENDICES	198

 
List of Tables
Table 3.1   Paired-Samples T-Test Pre-Post Differences for Each Class	54 
Table 3.2   Student Preference of Materials	55
Table 3.3   Student Perceived Linguistic Levels of the Materials	56
Table 3.4   Participants Grouped by Levels of L2 Proficiency	61
Table 3.5   The Subscales and Items in English Reading Attitudes/motivation Questionnaire	67
Table 3.6   Summary of Data Collection Dates (month/day/year)	77
Table 3.7   Summary of Data Analysis for Research Questions	79
Table 4.1   Paired-Samples T-Test Results for Components of Reading Attitudes/Motivation	82
Table 4.2   Paired-Samples T-Test Results of Individual Reading Attitudes/Motivation Items	83
Table 4.3   Independent T-Test Results of Reading Attitudes/Motivation Differences Between In-Class and Out-of-Class Reading Groups	83
Table 4.4   Distribution of Students’ Responses to Two Open-Ended Questions (N=57)	85
Table 4.5   Four Themes of Positive Responses Related to Learners’ Reading Attitudes/Motivation	85
Table 4.6   Six Themes of Neutral Responses Related to Learners’ Reading Attitudes/Motivation	88
Table 4.7   Three Themes of Negative Responses Related to Learners’ Reading Attitudes/Motivation	90
Table 4.8   Students’ Self-Reported Levels of Participation in this Class	95
Table 4.9   Student Reported Reasons for Class Participation	96
Table 4.10  Student Reported Reasons for Not Attending/Participating in Class	97
Table 4.11  Students’ Self-Evaluation of English Improvement	99
Table 4.12  Students’ Self-Reported Reasons for Improvement	99
Table 4.13  Students’ Self-Reported Reasons for Lack of Improvement	100
Table 5.1   Pearson Correlations Between Learner Evaluation of Class Reader Billy Eliot and Post-Reading Attitudes/Motivation Questionnaire Scores	110
Table 5.2   Pearson Correlations Between Learner Evaluation of True Stories in the News and Post-Reading Attitudes/Motivation Questionnaire Scores	112
Table 5.3   Pearson Correlations Between Learner Evaluations of Self-Chosen Reader and Post-Reading Attitudes/Motivation Questionnaire Scores
	114
Table 5.4   Pearson Correlations Between Learner Evaluations of Materials-Related Activities and Post-Reading Attitudes/Motivation Questionnaire Scores 	115
Table 5.5   Student-Reported Challenges for Reading Graded Readers	117
Table 5.6   Information Concerning Self-Chosen Readers by Nine Interviewees	124
Table 5.7   Perceived Benefits from Reading Graded Readers	133
Table 5.8   Problems with Reading Graded Readers	138
Table 6.1   Summary of Pearson Correlations of Learner Commitment to Reading Requirements and Post-Reading Attitudes/Motivation Scores	148
Table 6.2   Frequency Responses Regarding Previewing Billy Elliot Before
Class	149
Table 6.3   Reasons for Not Previewing	150
Table 6.4   Frequency Responses of Finishing Billy Elliot	.151
Table 6.5   Reasons for Not Finishing Billy Elliot	151
 
Table 6.6   Frequency Responses for Turning in Feedback Sheets (out-of-class reading group)	153
Table 6.7   Reasons for Not Turning in Feedback Sheets (out-of-class reading group)	154
Table 6.8   Reasons for Not Reading True Stories in the News (out-of-class reading group)	155
Table 6.9   Student-Reported Number of Readers Read this Semester	156
Table 6.10  Student-Reported Reasons for Not Reading/Finishing a Self-Chosen Reader	157
Table 6.11  Frequency Response for Handing in Book Reports	158
Table 6.12  Reasons for Not Turning in Book Reports	159
Table 6.13  Frequency Responses of Giving Oral Reports	160
Table 6.14  Reasons for Not Making Oral Reports	160
Table 6.15  Frequencies of Reading English	162
Table 6.16  Average English Reading Times (n=31)	163
Table 6.17  Types of English Reading (multiple choices)	163
Table 7.1   Students’ Suggestions for Improving Instruction	170
Table 7.2   Purposes of Learning English (multiple choices)	174
 
List of Figures
Figure 2.1 Basic Model of the Role of Aptitude and Motivation in Second Language learning	36
Figure 2.2 Direct Influences upon Intention to Read	38
Figure 2.3 Model of major variables motivating the decision to read in a second language	40
Figure 3.1 Overview of the activities used in three classes	72
 
List of Appendices

Appendix A	Handout for Strategy Instruction	198
Appendix B	Class library checkout list	200
Appendix C	Pilot Survey on Student English Reading Attitudes/Motivation	201
Appendix D	Student Survey on English Reading Attitudes/Motivation	207
Appendix E	Course evaluation survey (in-class reading) and (out-of-class reading)
		212
Appendix F	Interview Questions	234
Appendix G	Feedback sheet	236
Appendix H	Book report	238
Appendix I	Teaching log	239
Appendix J	Course syllabus	242
Appendix K	Raw data	246

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