TEACHERS’ INVOLVEMENT AND RECOGNITION FOR INFLUENCING EFL STUDENTS’ READING MOTIVATION IN ONLINE LEARNING CONTEXT: A QUALITATIVE CASE STUDY

Abstract

The sudden transition of the learning environment during the COVID-19 outbreak had driven the educational field to be online learning. The novel environment with a lack of preparation influence EFL students reading motivation. Reading is an essential skill for language learning, especially in the non-English-speaking country. Considered the importance of reading motivation for students. The aim of this study were to find out the type of reading motivation among the EFL students in online learning due to the COVID-19 outbreak. Further, the semi-structured interview, questionnaire and observation conducted in this study. The MREQ (Motivation for Reading English Questionnaire) proposed by previous research, namely Komiyama 2013, was distributed for 31 participants students at MAN 2 Batam in twelfth-grade of language major. Finally, type of reading motivation found in online learning are curiosity, involvement, recognition and compliance which mean that students are extrinsically motivated to read during the online learning. This study still needs to investigate more about how the teacher strategies can foster students’ reading acquisition based on their reading motivation type and examining factors that could foster students’ reading motivation.