THE IMPACT OF INDIVIDUALIZING TASKS ON READING MOTIVATION AND PRACTICES OF UNIVERSITY-AGE VIETNAMESE NON-MAJORED EFL LEARNERS

Abstract

The overarching purpose of this study was to measure how the sub-constructs of EFL reading motivation were influenced at both of their belief and action levels when the teacher gave more opportunity for the students to read and complete the tasks on their own purposes. Participants in this study were 70 students in 2 General English classes in a university in Ho Chi Minh City, Vietnam. The research was conducted using the pretest-posttest design in quasi-experiment research. To collect data, a questionnaire and focus group interview topics was created based on the Motivation for Reading Questionnaire (MRQ). Employing SPSS 25 software, the researcher ran Paired-sample T-test and One Way ANOVA to check the significant of the results from both of the control and experimental classes. It can be concluded that an increase in reading motivation and a more positive attitude toward reading have been confirmed. Noticeably, changes were observed to be developed at different degrees in all of the 8 constructs of the MRQ.