The Effects of Literature-Based Instruction on Reading Motivation and Willingness to Communicate of Thai Collegiate Students

Abstract

The demand for advanced literacy skills among English as a foreign language (EFL) adolescent learners is urgent because they need to be proficient readers of English. Reading, being an effortful activity and a linguistically-based process, requires the learners to be highly motivated and possess linguistic competence to efficiently read to learn in English and use it in their communication inside the classroom. Studies show that EFL learners lack the motivation to read and the willingness to communicate in English for a variety of reasons. One of these is the current pedagogical approach of English teachers, which is ineffective in helping learners read and become willing to use English inside the classroom.

This study explored the effect of literature-based instruction on the reading motivation and willingness to communicate of Thai collegiate students. It described and analyzed each feature of the literature-based instruction and how these affected the participants’ reading motivation and willingness to communicate in English. In addition, it investigated the relationship between reading motivation and willingness to communicate.