Department   Kyoto University of Foreign Studies  Department of British and American Studies, Faculty of Foreign Studies
   Position   Professor
Language English
Publication Date 2018
Type Academic Paper
Peer Review Peer reviewed
Title Are Individual Attention and Modeling More Effective than Whipping?:
Longitudinal Case Study of Engagement Patterns and Motivating Factors for University Students’ Extensive Reading
Contribution Type Single author
Journal the Proceedings for the 4th World Congress on ER
Journal TypeAnother Country
Publisher Extensive Reading Association
Details The paper reports findings of a two year qualitative study into university students’ learning processes and possible motivating factors which play key roles in determining their learning patterns. Multiple data such as interviews with students, students’ word counts, their responses to survey questions, and TOEIC scores were used. The results showed that factors such as big gaps in teaching methodologies from high schools and challenging workloads changed their perception about reading in a foreign language after the first semester. But teacher related factors seemed to have played major roles in determining their motivation for reading and their engagement patterns in the following semesters, in addition to other factors such as peers’, external, and learners’ factors.