شبكة المعلومات العربية التربوية

The purpose of this phenomenological study is to discover factors that motivate male Emirati ESL students studying in a higher education Foundation program to read extensively in English. Research questions seek to discern motivational factors, underlying motivational constructs, practical strategies used to motivate the male students to read and how these approaches could be utilized in a wider context in the future. The study is novel due to lack of qualitative research from the perspective of students and teachers in the field of extensive reading in differing contexts. The research will also serve to fill the gaps in the area of L2 reading motivation. The data was gathered using semi-structured interviews with male students and focus group with teachers involved in an extensive reading program (ERP) in an attempt to draw on the lived experiences of the participants. The need for the study was apparent due to the perceived lack of reading in English when the male students enter higher education with the aim to study English affording access to undergraduate studies in higher education. The development of reading fluency is considered a requirement for language learning and enhancement of cognition for self- development purposes so that individuals can flourish in higher education. An interpretive phenomenological analysis was adopted using bracketing and reduction of the transcribed interviews and focus groups to develop a table of master themes to explain the phenomenon of reading motivation among male Emirati ESL students. The findings suggest the teacher’s role is that of a ‘coach’, a role much more influential than was once thought. Extrinsic motivation is an essential component of the process of change and once situational interest and stimulating tasks shrouded in positivity are used the transformation of extrinsic motivation to intrinsic motivation becomes apparent. A range of recommendations were made including the implementation of the extensive reading program throughout the whole institution and applying the same methodology in the Arabic language programs. At the same time the intricacies of motivating students in an unfamiliar context needs to be considered. The study concludes by suggesting the issues raised be addressed by institutional administrators so that extensive reading programs in English become an integral part of the reading curriculum in ESL programs throughout the UAE and the wider Arab world. (Author’s abstract)