THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI THU THUY USING BOOK CLUB ACTIVITIES TO ENHANCE 10 th FORM STUDENTS’ ENGLISH READING MOTIVATION AT VCVB... THAI NGUYEN UNIVERS
INTRODUCTION
Rationale
Globalization and economic integration have heightened the demand for effective international communication, leading to English becoming the most dominant global language Widely used across the world, English plays a crucial role in international business, education, technology, and cultural exchange, making it an essential tool for global connectivity and cooperation.
Vietnamese educational managers are actively implementing new strategies in foreign language education across all levels, from primary to higher education and vocational training, to align with the Party Central Committee's focus on innovation and international integration Since Prime Minister's Decision No 1400/QĐ-TTg in 2008, Vietnam has made significant advances in enhancing the quality of English language teaching nationwide, emphasizing effective learning methods Mastering English is crucial for students to connect with the modern world and access better job opportunities, making it an essential skill for future success.
Mastering the four essential skills—listening, speaking, reading, and writing—is vital for learning English, with listening and reading classified as receptive skills and speaking and writing as productive skills (Jeremy Harmer, 1989) Reading, as a fundamental skill, plays a crucial role in expanding knowledge and accessing information relevant to students’ studies It enables learners to broaden their understanding by engaging with different types of English texts, making it an indispensable part of language acquisition and academic success.
Motivation is an important influence on reading attitudes, self-concept, and the formation of reading habits (Gambrell (1996) Reading promotion activities are aimed at increasing both motivation and achievement
In reality, most of the students, especially the 10 th form students of Vung cao Viet Bac (VCVB) high school had low achievement in English reading
Many students find reading English texts to be a difficult and boring activity, which decreases their motivation to learn the language, especially in reading skills Ngoc An Nguyen and Van Anh Nguyen Thi (2015) highlight that low vocabulary mastery significantly hinders students' ability to understand English texts Tomlinson (2003) noted that learners often believe they must know all the words to comprehend the text, increasing their anxiety Additionally, Deporter and Hernacki (1999) identified reading as an anxiety-inducing activity for students, who often struggle even to complete comprehension questions on time Supporting this, Salikin and Bin-Tahir (2017) found that students feel bored and unmotivated due to misunderstandings of the texts and confusion when answering questions.
As an English teacher at VCVB High School, I recognized the importance of motivating students to improve their English reading skills One of the most effective strategies I used was implementing book club activities, which created more opportunities for students to engage with English texts These activities significantly boosted students' reading motivation and enjoyment Therefore, this thesis focuses on "Using Book Club Activities to Enhance 10th Form Students’ English Reading Motivation at VCVB High School," aiming to explore methods for increasing reading interest, helping students achieve reading proficiency, and fostering long-term reading habits.
This study investigates the impact of participation in a school book club on students’ reading motivation Specifically, it examines how involvement in a book club influences the English reading motivation of 10th-grade students at VCVB High School The research highlights the positive effects of book club engagement on students’ enthusiasm and interest in reading, emphasizing its important role in fostering improved literacy skills and greater motivation to read among high school students.
Aims of the study
This study was aimed at investigating the effect of using book club activities on 10 th form students’ English reading motivation at VCVB high school Therefore, the research question was:
- How do the book club activities affect students’ English reading motivation?
Scope of the study
This graduation paper focuses on investigating the use of book club activities among 10th-grade students at VCVB High School to enhance their English reading motivation Due to time constraints, the researcher specifically examines the effectiveness of various book club activities in engaging students and boosting their interest in reading The study collected data from fifty students at VCVB High School to analyze the impact of these activities Based on the findings, the paper also offers practical suggestions for implementing effective book club activities to further motivate students in their English reading journey.
Significance of the study
This study helped to determine the effectiveness of using book club to enhance 10th form students’ English reading motivation at VCVB high school
This study highlights the importance of incorporating book club activities to enhance students' reading skills, offering valuable rationale for their implementation It also provides practical suggestions for students to develop successful English reading strategies through engaging book club discussions.
Participating in the book club allows students to appreciate and leverage each other's strengths, enhancing their reading, planning, and learning skills This collaborative environment encourages students to become active participants and decision-makers in book club activities, fostering engagement and confidence Ultimately, this approach helps improve reading capabilities and promotes natural, enjoyable ways to develop reading skills through shared activities and peer support.
Organization of study
The thesis had four main parts as follows:
It was contained the background of study, aim, scope of the study, significant of the study, methods of study, and the organization of study.
LITERATURE REVIEW
Overview of L2 reading motivation
Second language motivation has garnered significant attention since Gardner and Lambert (1959) highlighted its crucial role in learning a second language (L2) Extensive research has since explored how motivation influences language acquisition, establishing it as one of the most influential individual differences affecting L2 success.
Most motivation studies have historically focused on language learning broadly or prioritized speaking skills, often based on Gardner’s socio-educational model, with less emphasis on reading Wigfield (1997, p.60) emphasized the importance of a “domain-specific approach,” arguing that understanding reading motivation requires distinguishing it from general motivation to explore its multidimensional nature effectively.
Reading motivation, as defined by Guthrie and Wigfield (2000), refers to an individual's personal goals, values, and beliefs related to reading topics, processes, and outcomes This comprehensive definition highlights the complexity of accurately understanding both reading and motivation Recognizing the multifaceted nature of reading motivation is essential for developing effective strategies to enhance student engagement and literacy.
Aarnoutse and Schellings (2003) contended that reading motivation is multifaceted and includes intrinsic and extrinsic motivation, self-efficacy, social motivation for reading, and setting goals for reading
Reading motivation is defined as the drive to read, stemming from an individual's beliefs, attitudes, and goals related to reading (Conradi, Jang, & McKenna, 2014) It serves as an internal factor that influences and directs various reading behaviors and levels of engagement, both observable and unobservable (Unrau) Understanding these motivational factors is essential for fostering effective reading strategies and improving literacy development.
Examining these findings shows the multidimensional of reading motivation The present study followed the definition of Guthrie and Wigfield
(2000) to know the extrinsic motivations within the L2 students in reading, and to know the way of intrinsic and extrinsic motivations of L2 students in reading activity
Research by Guthrie and Wigfield (2000) highlights that reading motivation is primarily explained through educational psychology theories rather than a language learning perspective Key concepts influencing reading motivation include goal orientations, competence beliefs, and task value, as outlined by Guthrie and Wigfield (2000) and Gambrell, Palmer, Codling, and Mazzoni (1996) These factors play a crucial role in shaping students' engagement and interest in reading activities.
Readers are motivated by both intrinsic and extrinsic factors; intrinsically motivated readers read for enjoyment and personal interest, while extrinsically motivated readers are driven by external demands and rewards (Baker & Wigfield, 1999; Wang & Guthrie, 2004) A strong desire to complete reading tasks, coupled with a belief in one's reading abilities, encourages persistence and increased effort, ultimately leading to better reading outcomes (Guthrie &).
Motivation in reading is influenced not only by the inherent interest in the material but also by learners' expectations of success or failure when approaching a reading task Additionally, the value that readers assign to the task significantly impacts their motivation and engagement (Wigfield, 2000; Gambrell et al., 1996).
Many reading motivation studies have utilized Wigfield and Guthrie's (1997) multidimensional taxonomy, which identifies eleven key elements of reading motivation These elements include efficacy, challenge, curiosity, reading involvement, importance, recognition, grades, social factors, competition, compliance, and reading work avoidance Understanding these components is crucial for developing effective strategies to enhance student engagement and motivation in reading.
A comprehensive framework identifies eight factors influencing motivation in reading, divided into intrinsic and extrinsic components Intrinsic motivation includes curiosity—driven by interest in specific topics; involvement—finding pleasure in the act of reading; and challenge—deriving satisfaction from understanding complex ideas Conversely, extrinsic motivation encompasses five factors: competition—aiming to outperform others; compliance—following rules and instructions; recognition—seeking acknowledgment for reading achievements; grades—expecting positive academic assessments; and social motivation—the desire to share reading experiences within one’s social network This model highlights the diverse psychological drivers behind reading motivation, essential for developing effective literacy strategies and improving student engagement.
In the light of the definition of reading motivation, Guthrie and Wigfield
In 1997, a theoretical framework was developed to categorize dimensions of reading motivation into three key areas: reading competence and self-efficacy, reading achievement values and goals, and social aspects of reading The first category, focusing on reading competence and efficacy beliefs (Baker & Wigfield, 1999), encompasses essential components such as reading self-efficacy, perceived challenges, and tendencies toward work avoidance, which influence students' motivation and engagement with reading activities.
Self-efficacy, as defined by Bandura (1997) and Zimmerman (2000), refers to individuals' beliefs about their ability to successfully accomplish a task In the context of reading, Guthrie et al (1996) describe reading efficacy as the perception that reading behaviors are entirely within one's control, including the choices of when, where, and how to read, along with confidence in one's abilities Simplified, reading self-efficacy is the belief that one can be successful at reading, which significantly influences motivation and overall reading performance (Baker & Wigfield, 1999).
The second dimension of reading motivation is challenge, which is closely related to self-efficacy (Guthrie & Wigfield, 1997; Baker & Wigfield, 1999; Deci & Ryan, 2000) Unlike self-efficacy beliefs, challenge is primarily associated with an individual's sense of competence and their ability to overcome difficulties in reading This emphasizes the importance of a learner's perceived capability to meet demanding tasks, fostering intrinsic motivation and engagement in reading activities.
The challenge dimension in reading refers to the willingness to engage with difficult texts, regardless of their complexity or difficulty level It involves the motivation to undertake challenging reading tasks and is driven by the stimulating effect that complex texts can provide According to Baker and Wigfield (1999), challenge in reading is defined as "the willingness to take on difficult reading material," highlighting the importance of intrinsic motivation and perseverance in overcoming challenging texts to enhance reading development.
Guthrie and Wigfield (1997, p.422) define challenge in the light of reading comprehension as “the satisfaction of mastering or assimilating complex ideas in text”
Work avoidance, defined as "the desire to avoid reading activities" (Baker & Wigfield, 1999, p 453), is a significant dimension in reading motivation Guthrie et al (1996) describe this dimension as using reading "as a buffer to avoid punishment or unpleasant consequences" (p 320), highlighting how some readers engage with reading to sidestep negative outcomes According to Guthrie and Wigfield (1997), work avoidance reflects aspects of reading that learners typically express as disliked, emphasizing the role of avoidance in shaping reading attitudes.
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1997) Furthermore, when readers display a low level of self-efficacy, they are most likely to choose reading activities that represent lesser challenge (Baker
In the second category, Guthrie and Wigfield (1997) included reasons why individuals read It consists of achievement values and goals in reading (Baker
& Wigfield, 1999; Mori, 2002) This category is, in fact, divided into two subcategories: intrinsic motivation and extrinsic motivation for reading
Overview of book clubs
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The flexibility of a book club is what makes it an effective choice to promote reading, as it can adapt to the interests of its members (Littlejohn,
The components of a book club vary depending on its goals, but common objectives include fostering an appreciation of reading for enjoyment and learning, enhancing literature appreciation, and encouraging shared reading experiences Additionally, book clubs aim to develop social skills through member interaction Publicizing the book club effectively is essential for attracting members and ensuring active participation, contributing to the overall success of the club.
An essential aspect of a successful book club is collaboratively establishing norms for behavior and meeting guidelines Involving both student members and teachers in setting these rules promotes a sense of ownership and enhances group cohesion Clearly defining expectations for the amount of reading required before and after meetings ensures all participants are prepared, leading to more productive and engaging discussions.
The availability of books plays a crucial role in the success of a book club, as access to titles is essential for participation The book club's structure—whether members focus on reading a single title or split into smaller groups to explore multiple books—should align with the group's goals and members' interests Tailoring the reading framework ensures an engaging and fulfilling experience for all participants.
Offering books with diverse themes like nature, machines, or suspense can increase student engagement in book clubs (Nippold, Duthie, & Larsen, 2005) Incorporating discussion activities that encourage critical thinking, foster conversation, and help students connect texts to their own experiences enhances the reading experience The availability of a wide range of books is essential, and the structure of the club—whether focusing on a single title or splitting into small groups to explore multiple books—should align with the club’s goals and members’ interests.
According to Tovli (2014), the activities of a book club should be systematically performed, and each session had fixed parts and variable parts
Each book club could choose suitable activities for fixed parts or variable parts
It depended on the population of each club He listed some different activities that could be used in a book club as follows a Daily Reading
The teacher arranged books on tables that matched students' reading levels, featuring minimal text and large illustrations to foster anticipation and connect with prior knowledge Each student maintained a personal, illustrated, and decorated booklet to promote engagement with their reading After 15 minutes of independent reading, students completed a page in their booklet by recording the book's title, author, illustrator, and a sentence about the story, encouraging reflection and comprehension The booklet activity aimed to motivate students to read actively and relate personally to their reading material, with a new booklet provided each month to sustain interest and practice (Hopenwasser & Noel, 2014).
Daily reading served as the fixed-part activity of the intervention program b Classroom library
Each classroom was equipped with a diverse library featuring newspapers, comics, jokes, poetry, storybooks, fairy tales, activity books like cooking and arts & crafts, and encyclopedias, providing a rich resource for students The library offered various genres on specific topics, such as "stones," encouraging exploration and learning It was actively used throughout the day, allowing students to access it after completing tasks, seeking information, or relaxing Students could borrow books to take home by filling out a borrowing form and submitting it to the lending box, promoting reading beyond the classroom Additionally, a dedicated library corner included activity cards with engaging prompts like writing letters to characters, imagining hero adventures, expressing favorite characters, changing story endings, and continuing stories, fostering creativity and storytelling skills (Hopenwasser & Noel, 2014).
Every week, the teacher conducted whole-class collective reading sessions using Slavin's (1996) model, which involved engaging students in interactive activities that promote literacy development A prominent poster resembling a book jacket was displayed on the wall, encouraging students to write the book's title, author's name, illustrator's name, and new vocabulary words they learned from the story This interactive approach, inspired by Whitehurst et al (1991), effectively increased students' anticipation and curiosity before the story-reading, enhancing their engagement and comprehension skills.
In the second part of the activity, students engaged in interactive reading by actively 'living' the story, which involved representing the heroes, speaking for them, and conducting discourse on their behalf They also expressed their understanding creatively by writing letters or advertisements related to the story To conclude the activity, students responded in writing to thought-provoking questions such as, "What would you do if ?" enhancing their critical thinking and comprehension skills.
Students were prompted to respond in writing to illustrations, encouraging detailed expressions and engagement In the third part of the activity, students reviewed the story's structure and key elements to deepen their understanding The final stage involved reconstructing the story, which enhanced their awareness of the story's discourse schema, supported by insights from Peled (1994).
Based on Berman & Slobin (1997) and Katzenberger (1997), students were introduced to the key components of story structure, including background, characters, plot, problem, resolution, and ending They practiced repeating the story’s structure and elaborated on the reasons, feelings, and alternative solutions, enhancing their comprehension skills Additionally, students were encouraged to assess and judge the heroes and their actions, fostering critical thinking This approach emphasizes functional reading, which develops both understanding and analytical abilities in learners.
The teacher systematically exposed the students to the various functions of reading Each student was exposed to a text appropriate for his/her reading level
The referential function: reading for obtaining information The students worked on operative "how to" texts, such as: how does one bake a cake or build a flying model?
The connotative function helps students recognize the communicative strategies used for attitude change They learn to distinguish between announcements of upcoming events and advertisements, understanding their subtle differences By creating both advertisements and announcements on the same topics, students develop their skills in effectively using language to inform and persuade.
The communicative function of written language enables students to maintain contact and transfer information, effectively making the world a small village Through activities such as writing notices to parents, letters, greeting cards, telegrams, and announcements, students develop essential communication skills Additionally, the expressive function allows students to express themselves creatively by writing diaries, journals, and engaging with a serial story project, fostering personal reflection and emotional expression.
During the breakfast break the teacher read the students a serial story
METHODOLOGY
Subjects of the study
This study involved fifty tenth-grade students at VCVB High School, including sixteen males and thirty-four females aged between fifteen and sixteen years old Most participants had begun formal English language learning at age ten, ensuring they had several years of experience studying the language.
Therefore, their overall English proficiency was expected to be at least at or around the pre-intermediate level.
Data collection instruments
This thesis employed questionnaires as the main data collection instrument
The survey questionnaire is a highly effective tool for data collection in social science research According to Gillham (2000), its advantages include reducing pressure on respondents, minimizing interviewer bias, and allowing for straightforward data analysis In this study, the researcher primarily used survey questionnaires to achieve the research objectives, with participants completing them during both the initial and final book club meetings.
3.2.2 Description 3.2.2.1 The Motivation for Reading in English Questionnaire (MREQ)
The Motivation for Reading in English Questionnaire (MREQ) by Komiyama (2013) was used in the present study This questionnaire had been successfully adopted by different researchers (Wang and Guthrie, 2004;
Dhanapala, 2008; Yuliandari, 2016; Maudy, 2018) In this study, the researcher adopted 47 items and close-ended questions proposed by Komiyama (2013)
This questionnaire proposed eleven components as basis for the questionnaire, with 47 items
The components were organized into three categories to facilitate easier analysis for the writer The first category focused on reading competence and reading efficacy beliefs, encompassing key aspects such as reading efficacy, perceived challenge, and work avoidance Specifically, this category included one item related to reading efficacy, six items measuring challenge, and two items assessing work avoidance, providing a comprehensive overview of students' reading confidence and engagement levels.
The second category concerned reading achievement values and goals It included curiosity (5 items), reading involvement (5 items), competition (8 items), recognition (6 items), grades (4 items) and importance of reading (1 item)
The third category concerned social aspects of reading It included compliance (4 items), and social sharing (5 items)
The 47 items were scaled along a 4-point Likert scale The four options were: 4 (a lot like me), 3 (a little like me), 2 (a little different from me), and 1 (very different from me)
The MREQ was administered following the instrument protocol to quantitatively assess students’ motivation to read It provided detailed scores across key dimensions, including reading competence and efficacy beliefs, reading achievement values and goals, and social aspects of reading Mean scores for each dimension, along with an overall group average, were recorded to evaluate students' motivation levels Higher scores indicate more positive responses, while lower scores reflect less positive attitudes toward reading, ensuring accurate measurement of students' motivational beliefs.
According to Wang & Guthrie (2004), a successful reading program is one whose implementation will result in an increase in reading motivation
Therefore, the program might be assessed in three following aspects (Tovli,
- Book preference Book preference means that students who love reading will prefer to read a book as a entertained activity and to receive a book as a present
- Quantity of reading If a student love reading, they will read more books than others
Students who have a strong preference for reading tend to be more engaged in reading activities, allowing them to understand the book's meaning more effectively They are adept at analyzing content and characters, which enhances their overall comprehension and enriches their reading experience Encouraging a love for reading can significantly improve a student's ability to interpret and connect with literary works.
This study adapted the questionnaire developed by Tovli (2014) to assess students' participation in book club activities, recognizing the diverse ways students engage in such activities The selected program assessment questionnaire provided a more comprehensive measure of students' English reading motivation and reading behaviors Its main objective was to evaluate improvements in students' reading abilities, including the number and quality of books read, before and after their participation in the book club Using this tool helped gauge the effectiveness of the reading program in enhancing students' reading interest and skills.
The questionnaire comprised three sections, with Part 1 focusing on students' preferences for recreational activities during their leisure time This section aimed to identify students who favor reading as a leisure activity Students were asked to share their favorite ways to spend their free time, providing insights into their recreational habits and preferences.
In part 2, students were asked to share their favorite books through an open-ended question, allowing them to mention specific titles or genres freely They were then asked to list the books they had read over the past year to ensure sufficient reading engagement Additionally, students reviewed a list of 10 popular books, marking those they had read, with instructions clarifying that they should only select books they had genuinely read To facilitate this, the teacher provided a curated list of 30 popular books, compiled from VCVB library titles and recommendations from the Bookworm Corner Club at Thai Nguyen University's Faculty of Foreign Languages This list was subsequently validated by a panel including an English fellow from the U.S Embassy, an English teacher, a librarian from VCVB High School, and six students, ensuring accuracy and relevance for the research.
The final list features the 10 most popular books, selected based on their prominence in daily reading activities These books were extensively discussed during the book club's daily sessions, reflecting their significance to participants The researcher anticipated that, on average, students would read more than two books within the ten daily reading activities, indicating high engagement and interest in the selected literature.
Part 3 aimed to ensure profound and productive book reading Each student was asked to choose a book from the list of popular books and describe its content and characters, personal opinions about the bookand if they would recommend this book to their friends and why Quality of reading was tested by the manner in which the students analyzed one of the books they had read
Students' character descriptions were assessed based on the book's title and author, their recommendations, sentence length, and personal opinions about the story Additionally, students were asked to provide a summary of the story's content, helping to evaluate their comprehension and engagement with the material.
The researcher utilized a rubric to assess students' writing about their favorite book, highlighting the effectiveness of rubrics in providing structured evaluation According to Andrade (2000), rubrics are valuable tools that help teachers save time when grading student work, ensuring a more efficient and consistent assessment process.
The article explains that the evaluation rubric comprises six key factors: the book title, author, a summary of key sentences, sentence length analysis, personal opinions about the book, and the recommended audience Each factor is scored on a three-level scale, with a maximum of 2 points, allowing for a comprehensive assessment of the book's content and quality This structured approach helps readers understand the strengths and areas for improvement, ensuring an objective and thorough review.
1 point and 0 point The total maximum score is 12 points
The researcher invited two expert English teachers to review the rubric, ensuring its usefulness and reliability in evaluating students' writing Mr John Niblett, an English Fellow from the U.S Embassy, works at the Faculty of Foreign Languages, Thai Nguyen University Their professional feedback helped validate the assessment tool's effectiveness.
Vu Thi Hai Yen - An English teacher from VCVB high school
The researcher utilized rubrics to evaluate the writing of 10 students, with assessments conducted by three experienced teachers to ensure consistency and accuracy These rubrics provided detailed descriptions of performance levels, enabling effective judgment of students’ progress in writing The evaluations yielded nearly identical results across teachers, indicating the rubric’s reliability The complete rubric is included in Appendix C, supporting transparent and objective assessment standards.
The program assessment questionnaires were scored following a standardized instrument protocol designed to gather comprehensive data on students’ reading behaviors These questionnaires aimed to reveal both quantitative metrics, such as the amount of reading, and qualitative insights, including students’ reading preferences and the quality of their reading experiences By analyzing students' responses from both the first and last book club meetings, the study assessed changes in reading preferences and overall reading quality over time The results were systematically compiled and analyzed to track progress and measure the impact of the program on students' reading development.
Book club project at VCVB high school
VCVB high School recruited students from 32 minority communities It was founded in 1957, has trained over 9,500 ethnic minority students who are from mountainous, remote and low-developed areas and islets
In this school, the researcher formed a book club which with 50 original members Book club’s slogan is that “Fostering your love of reading”
The research was conducted over the course of one school year, starting in October 2018 An English teacher collaborated with a school librarian to co-facilitate monthly book club meetings These sessions took place once a month, lasting for two hours each, providing a consistent platform for student engagement and literacy development throughout the academic year.
A vibrant small library was established, featuring a diverse collection of newspapers, comics, jokes, poetry, storybooks, fairy-tales, activity books, and novels, catering to various interests The library was a busy hub throughout the day, providing students with a space to read, seek information, or enjoy relaxing activities after completing their tasks Students also had the opportunity to borrow books for home use by filling out a borrowing form and leaving their name cards in the lending box, encouraging a love for reading beyond the classroom.
At the book club's inaugural meeting, a curated list of 10 age-appropriate books was displayed on a table, tailored to students' reading levels For students with limited prior reading experiences, they were encouraged to write about their interests and preferences to help researchers understand their likes and dislikes The books selected by students were then integrated into daily reading activities, promoting engagement and personalized learning.
The activities were systematically performed, and each session had fixed parts and variable parts Each meeting lasted in 2 hours
Fixed parts included “check in” (10 minutes), daily reading (45 minutes) and "check out” (5 minutes) The total time lasted 1 hour a “Check in” (10 minutes)
All of participants deeply breathed and sat for two minutes in silence
After just two minutes, the teacher successfully directed students to organize themselves based on specific criteria such as age, alphabetical order of first names or surnames, or the number of shoes owned This activity promotes quick thinking and organization skills Additionally, students participate in daily reading sessions lasting 45 minutes, fostering literacy development and a love for reading in the classroom.
Fifty students were divided into 10 groups Each group needed to prepare a discussion about the book they chose at the first meeting of the book club
Students concluded their research by gathering information from the book and sharing their reading experiences with the entire club As a team, they collaborated to determine the most effective way to present the material, ensuring the audience gains valuable insights Their presentation will include key details such as the book's title, the author's name, the publisher, and an overview of the story characters This approach aims to create an engaging and informative session that highlights essential book elements for a wider audience.
This story highlights the importance of fostering a love of reading through interactive activities like the “Check out” slogan exercise, which encourages engagement and enthusiasm among participants The key lesson learned is that effective communication and shared goals can strengthen community bonds and promote a positive reading culture Participants reflect on both the advantages and challenges of the program, expressing hope for future improvements By sending messages of encouragement and teamwork, the story underscores the value of collaborative efforts in nurturing a lifelong passion for learning.
During each book club session, students and teachers could select from various engaging activities such as participating in a book fair, storytelling and retelling, playing educational games, and designing bookmarks, allowing for a flexible and interactive experience These variable parts, which lasted for a total of one hour, were scheduled after the "daily reading" segment and before the "check out," providing a balanced structure that enhanced student involvement and enjoyment By incorporating diverse activities tailored to each meeting, the program promoted active reading, creativity, and collaborative learning in a dynamic classroom environment.
Monthly book fairs at the library offered a welcoming environment for everyone to enjoy drinks, engage in book discussions, and participate in activities such as book presentations, author introductions, and expert visits, fostering a vibrant community around literature.
Students learned to understand story structure by focusing on background, characters, plot, problem, resolution, and ending They practiced recounting story elements while exploring the reasons behind characters' actions, their feelings, and alternative solutions Additionally, some top students analyzed and evaluated the heroes' decisions, fostering critical thinking skills and a deeper understanding of narrative themes.
Students engaged in dramatization, dialogue creation, and socio-dramatic games to enhance learning through storytelling These games naturally draw students into immersive stories, making the learning experience more interactive and engaging By playing games, students developed storytelling skills, writing narratives inspired by their experiences This method encourages creativity, critical thinking, and language development, as students progress from playing games to creating original stories based on their gameplay Incorporating socio-dramatic activities into education fosters active participation and improves comprehension through storytelling.
Engaging students in diverse activities such as presenting the main characters and interesting facts from their books enhances reading comprehension Additionally, they are encouraged to write reports about their readings, design creative bookmarks, and organize events like a "book market" or book exhibition These activities foster a deeper connection to reading, boost creativity, and promote active participation in literacy development.
Procedures of data collection
Data was collected at both the beginning and end of the book club, with initial data gathered on October 23rd, 2018, and follow-up data on April 2nd, 2019 The assessment included the MREQ and parts one and three of the program evaluation questionnaire, providing comprehensive insights into participants' progress and program effectiveness over time.
Part two of the program assessment questionnaire was distributed to students after the conclusion of the book club, aiming to measure the number of books they read during the 10 book club meetings This evaluation helps assess students' reading engagement and the overall effectiveness of the book club program.
During the initial book club meeting, the researcher introduced the study and explained the procedure before distributing the questionnaires Fifty students completed Part 1 and Part 3 of the program assessment questionnaire, with the administration process taking approximately 25 minutes.
At the conclusion of the book club, the students completed all sections of the MREQ and two parts the program assessment questionnaires again
Students completed Part 2 of the program assessments questionnaire, which involved evaluating their reading habits They were provided with a list of 10 books, and their reading completion was recorded The number of books each student had read was analyzed and compared to the expected minimum of two books, highlighting their engagement levels and reading performance.
After students completed all the questionnaires, the researcher collected the data and utilized Excel to calculate the mean and percentage scores by summing responses in the respective columns.
The aggregated data from all instruments and assessments were analyzed by comparing results from the first and last club meetings to evaluate the impact of the book club Organized in comprehensive tables, the data facilitated an overall analysis of the results, highlighting the effectiveness of the book club in enhancing students' reading motivation This study demonstrates how participating in a book club can significantly boost student engagement and motivation to read.
Data analysis
The data collected from the questionnaires were presented and interpreted
After collecting questionnaire responses from students, the researcher synthesized and classified the data to effectively address the research questions Quantitative data from closed-ended questions were numerically analyzed and organized into tables, facilitating clear data presentation Descriptive statistics were converted into percentages, simplifying comparison and contrast, and enhancing the clarity and interpretability of the study’s findings.
In order to analyze differences between the students’ English reading motivation at the first meeting and the last meeting of book club, percentage and median frequencies were calculated
The analysis of student responses to open-ended questionnaire questions revealed insights into their reading preferences, as well as the quantity and quality of their reading habits before and after participating in the book club This comparison highlights the impact of the book club on students' reading behaviors and engagement.
FINDINGS AND DISCUSSION
Findings
The writer scored participants' answers based on their responses to positively oriented statements, assigning 4 points for “a lot like me,” 3 points for “a little like me,” 2 points for “a little different from me,” and 1 point for “very different from me.” For negatively oriented statements, the scoring was reversed, with 1 point for “a lot like me,” 2 points for “a little like me,” 3 points for “a little different from me,” and 4 points for “very different from me,” ensuring an accurate assessment of participants' responses.
The results of the analysis of the questionnaire were presented henceforth in relation to the three categories of dimensions a Results in reading competence and reading efficacy beliefs
Table 1: Reading competence and reading efficacy beliefs in comparison
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
This article examines key dimensions related to reading competence and efficacy beliefs, including reading efficacy with a focus on a specific item, challenge assessed through five items, and work avoidance evaluated with four items These dimensions collectively provide insights into students' confidence in their reading abilities, their motivation to tackle reading tasks, and tendencies to avoid work, highlighting important aspects of reading engagement and self-efficacy.
Increases were reflected in all areas of reading motivation at the last meeting of book club as reflected by whole group data
Participants' opinions on statement 12 showed a notable change between the first and the last book club meetings The reading efficacy score increased from 26.2% before the book club to 30% afterwards, reflecting a 3.8% improvement in the group's reading confidence and comprehension.
The second dimension in this category is challenge It included statements 4,8,9,10,12, and 13 The challenge score increased from 62.67 % to 75.00% after book club participation The details results were presented in figure 2
Figure 2: Mean score of dimension Challenge in comparison
For the statement number 4, the mean score increased from 2.28 to 3.1
Similarly to the mean score of statements 10, 12 and 13 increased from 2.52 to 2.92, from 2.2 to 2.86, from 2.24 to 3.26 Only mean score of statements 8 and
9 did not change in mean or change a small It meant most students thought that reading enables them to learn difficult things after they participated in book club activities
The third dimension was reading work avoidance with statements 37, 38,
47 These statements were negatively oriented The work avoidance score decreased from 65.30% to 45.60 % after book club participation
The details results were presented in figure 3
The first meetingThe last meeting
Figure 3: Results of work avoidance dimension in comparison
Because these statements were negatively oriented, the mean score decreased from 3.3 to 2.98 for statement 37 and from 2.8 to 2.54 for statement
38 The results meant that a large number of participants get fun from reading complicated stories after participated in book club b Results in reading achievement values and goals
This category addresses the dimensions of both intrinsic and extrinsic reading motivation When focusing on intrinsic motivation, six key dimensions emerge: curiosity, involvement, competition, recognition, the importance of reading, and grades These factors collectively influence a learner’s internal drive to engage with reading, highlighting how personal interest and perceived value impact motivation Understanding these dimensions is essential for enhancing reading engagement and fostering a lifelong love for reading.
Table 2: Reading achievement values and goals in comparisons
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
The first meetingThe last meeting
The competition dimension was tested through statement 17, 18, 20, 21,
During the initial book club meeting, each statement received mean scores ranging from 2.14 to 2.50, indicating below-average participant engagement By the final meeting, these scores increased to a range of 2.92 to 3.38, reflecting noticeable improvement and greater understanding among students Overall, the progressive data demonstrate that students advanced from well below target levels to achieving scores just above the desired proficiency, highlighting the effectiveness of the program.
Figure 4: Results of Competition dimension in comparison
The curiosity dimension was tested through statement 1, 3, 7, 15 and 16
The mean score of result at the last book club meeting increased from 64.9 % to 68.2.00% The subscale scores increased 3.3% The figure 5 displayed the details of results
Figure 5: Results of Curiosity dimension in comparison
The first meeting The last meeting
The first meetingThe last meeting
Statements 1, 3, 7 showed equal results of the change since the mean score at the last book club meeting increased from 2.74 to 2.68 in three dimensions The statement 15 and 16 had similar results
The second dimension of intrinsic motivation for reading was reading involvement with five statements (statements 2, 5, 6, 11, and 14) The results displayed in figure 6
Figure 6: Results of Involvement dimension in comparison
Participation in the book club significantly enhanced members' enjoyment of long stories and interesting topics, as evidenced by the marked increase in their mean scores for statements 11 and 14 Overall, the results showed little change in the core attitudes before and after participation Initially, the mean scores for statements 2, 5, and 6 ranged from 2.24 to 2.64 at the first meeting, indicating lower engagement or interest By the last meeting, these scores increased to between 3.1 and 3.4, reflecting a notable improvement in participants' perspectives and enthusiasm towards the book club activities.
The statements 19, 22, 26, 28, 29, 45 concerned recognition dimension
The percentage of mean score of recognition increased from 69.08% to 76% after book club participation The details showed in the figure 7
Recognition plays a vital role in motivating students to improve their English reading skills, as they feel encouraged when teachers, friends, or others appreciate their efforts When students receive positive acknowledgment, they are inspired to read more confidently in English to showcase their abilities This appreciation fosters increased engagement and enthusiasm for English literacy, ultimately enhancing their language learning experience.
Me an sc or e statements
The first meetingThe last meeting
The study revealed that the importance placed on being a good reader increased significantly, with the mean score rising from 2.48 (38.5%) to 3.28 (54%) Most students consider being a good reader more important than other activities, highlighting the growing recognition of reading as a vital skill This shift underscores the positive impact of reading on students' personal and academic development.
Figure 7: Results of Recognition dimension in comparison
The dimension related to extrinsic motivation for reading is grades It included four negatively oriented statements; statement 32, statement 34, and statement 35, statement 36 The mean score displayed in figure 8
Figure 8: Results of Grades dimension in comparison
Most students value receiving a good grade in their English reading course, with many choosing a rating of "a little like me" when asked about its importance They tend to work harder on English reading assignments, influenced by extrinsic motivation and the desire to know their grades Participation in the book club notably increased these attitudes, highlighting the significance students place on achieving good grades to motivate their effort Additionally, the results also reflect social aspects, indicating that academic success in English reading is linked to students' motivation and social engagement in learning activities.
The social aspects of reading encompass two key dimensions: compliance and social sharing Reading compliance was evaluated through five statements, including statements 30, 31, 33, and 40 The results showed a notable increase in the compliance subscale score, rising by 17.2%, indicating greater adherence to social reading norms Additionally, the social sharing score improved by 10.75%, highlighting an enhanced tendency for readers to share their experiences, thereby strengthening the social engagement surrounding reading activities.
Table 3: Results in social aspects in comparisons
Category The first meeting The last meeting Change in
Percentage Mean score % Mean score %
The social sharing had five statements 41, 42, 43, 44 and 46 The mean score of this dimension displayed in figure 9
Figure 9: Results of Social sharing dimension in comparison
Social sharing The first meeting
The mean score for Statement 46 increased from 2.64 to 3.1 between the first and last book club meetings, indicating that students now see understanding their friends’ conversations as more important for their social life Initially, scores for other statements ranged from 2.36 to 2.8, but by the final meeting, these scores had risen to between 3.1 and 3.34, reflecting an overall improvement in students’ perceptions of social engagement during the book club.
The last 30, 31, 33 and 40 statements concerned compliance dimension
The mean score displayed in figure 10
Figure 10: Results of Compliance dimension in comparison
The negatively oriented statement 33 saw its mean score increase from 2.64 to 3.02, indicating that initially, many students believed they could complete their reading assignments exactly as the teacher expected However, after participating in the book club, this perception diminished, as evidenced by the decrease in the mean score Conversely, the mean scores for other related statements in this dimension increased following students’ engagement in the book club, suggesting an overall positive impact on their reading confidence and understanding.
To sum up, all participants answered all 47 questions of the reading survey
Students in the book club experienced group gained in all areas of the MREQ indicating that the group’s general motivation toward reading increased
4.1.2 Results of the program assessment questionnaire 4.1.2.1 Personal preferences
In Part 1 of the program assessment questionnaire, each pastime—such as reading a book, listening to a story, playing on the computer, watching television, or playing—was evaluated on a three-point scale: 0 = Not at all, 1 = A little, 2 = Very much The differences in scores were calculated to assess changes over time and compared between the first and last book club meetings The results, displayed in Figure 9, highlight the variation in engagement levels among participants throughout the program.
Figure 11: Preferred pastime (mean score)
The book club members initially preferred activities such as playing on the computer, watching television, and playing, as shown in Figure 11 However, by the final meeting, their preferences shifted toward reading books, indicating a notable change in interests The mean score for their preference increased from 0.5 to 1.4, demonstrating a significant transformation in their pastime choices.
No difference was found between before and after book club in liking to watch
The subjects were then asked what activity, from the list of activities mentioned in the previous question, they had to choose only one Figure 12 displayed the findings
Reading a book Watching TV Playing outside Listening to a story Computer games The first meeting
Figure 12: Books as a preferred pastime (percentage)
Figure 12 showed that approximately 72% of the subjects in the research group would choose a book at the last meeting, compared with 18% at the first meeting
Then, the subjects were asked which item they would prefer as a present
Figure 13: Books as presents (percentage)
The first meeting The last meeting
Chose a book as a present Other choice the first meetingThe last meeting
Analysis of the subjects' responses revealed that approximately 85% preferred receiving a book as a gift during the last book club meeting, compared to only 15% at the first meeting This shift indicates a growing appreciation for books among participants Overall, the results demonstrate that students highly favor reading books over other pastimes, highlighting the importance of literature in their leisure activities.
Discussion
This study aims to identify effective book club activities that boost reading motivation among 10th grade students at VCVB High School Findings confirm that book clubs offer a welcoming environment where all students, including quiet learners, can participate actively Smaller group settings within book clubs encourage better engagement, fostering meaningful discussions and enhancing the overall learning experience Previous research (E A Vannelli, 2012; Ying Chen, 2011) supports these conclusions, demonstrating that book clubs promote active learning and greater participation in a less intimidating setting.
This research showed that students benefit from participation in a school book club in terms of reading motivation based on increases indicated across multiple measures
This study used the MREQ to assess students’ reading motivation, showing an overall increase from the first to the last book club meeting The comparison of baseline and final data highlights the positive impact of participating in the book club on students’ reading motivation Specifically, students demonstrated improvements in dimensions such as reading efficacy beliefs, challenge, and work avoidance, indicating enhanced reading confidence and engagement The findings suggest that involvement in a book club significantly boosts students’ motivation to read, supporting the idea that book clubs are effective in fostering reading enthusiasm and competence.
Participation in book clubs significantly boosts students' motivation to improve their English reading skills Before joining, most students were unaware of their reading abilities and held low self-efficacy beliefs, but these perceptions improved notably after becoming members The data indicates that students' confidence in their reading capabilities increases through book club activities, contributing to heightened motivation and positive attitudes toward reading in the following year.
After the book club, the five statements reflecting the curiosity dimension showed strong alignment, with students scoring highly on each Their curiosity was driven by a desire to explore topics of personal interest and derive enjoyment from reading English novels and stories The students also demonstrated curiosity by enjoying discovering new information and engaging with topics discussed by their friends in the book club This highlights their eagerness to learn as much as possible about the language they are studying, fostering a genuine enthusiasm for literary exploration.
Students demonstrated a high level of extrinsic reading motivation, particularly through their engagement with daily book club reading tasks The key dimension of extrinsic motivation influencing their reading behavior is ‘grades,’ which closely ties their motivation to classroom performance and assessments This interplay highlights the importance of external rewards and evaluations in fostering student motivation to read.
Most students felt that their reading grades were a valuable indicator of their progress and an effective way to improve their overall academic performance They eagerly anticipated discovering their reading grades, viewing them as a means of measuring their development The supportive cultural and social environments of the book club reduced students' reliance on external incentives to read, encouraging a more intrinsic motivation beyond classroom activities.
Students in the book club are intrinsically motivated to read because they value reading highly They believe that being good readers is essential, giving it a privileged position among their activities This intrinsic motivation underscores their strong commitment to developing their reading skills and fostering a love for reading.
Students recognize the importance of English as a compulsory language and understand their responsibility in mastering it They are aware that reading plays a crucial role in learning a foreign language effectively This awareness motivates them to engage more actively with English reading materials Emphasizing the significance of reading can enhance their language skills and support their overall language learning process.
In the light of the results related to challenge after book club participation, one could state that participants undertake challenging reading activities and deal with difficult materials
Reading helps students understand difficult concepts, and many enjoy answering thought-provoking questions that stimulate their thinking While over half of respondents express a preference for challenging texts, a significant number remain hesitant or oppose engaging with difficult material This indicates varied attitudes toward challenging reading, highlighting the importance of balancing difficulty to foster effective learning.
This study highlights the benefits of school book clubs in expanding students’ reading opportunities beyond the regular school day By establishing a student-focused, informal, and conversation-oriented book club, students engaged in meaningful interactions through shared reading activities The researcher leveraged expertise in reading to facilitate an engaging book club that served as a source of inspiration and role modeling, ultimately enhancing students' reading experiences and fostering a love for literature.
Participation in the book club significantly enhanced students' reading quality and quantity, with a marked increase in their preference for reading over other leisure activities These positive outcomes, observed between the initial and final meetings, are supported by previous research by Guthrie, J T., & Humenick, N., highlighting the effectiveness of book clubs in promoting reading engagement and literacy development.
M (2004) in their research about motivating students to read
Participants in the VCVB Book Club showed a significant improvement in reading quality and quantity, demonstrating increased engagement and comprehension Additionally, students reported a stronger preference for reading books over other leisure activities compared to their initial attitudes at the first meeting These findings highlight the positive impact of the VCVB Book Club on students' reading habits and overall literacy development.
The program assessment revealed that engaging in enjoyable reading activities significantly enhanced students' reading quantity and quality Additionally, participants showed a clear preference for reading books over other activities, indicating a boost in reading motivation These positive outcomes demonstrate the effectiveness of the program in fostering a love for reading and improving overall reading skills.
To improve reading quality, students should engage in substantial reading because it not only increases their input but also helps develop essential reading skills and expand their knowledge base.
Encouraging student engagement can be achieved by teachers selecting or adapting tasks to align with students' needs and values For example, a study shows that tasks with a clear, step-by-step structure that visibly indicates progress motivate students to read more This approach helps foster active participation and improves learning outcomes.