[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598058-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598058-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","examining-international-students-motivation-to-read-in-english-from-a-self-determination-theory-perspective","Examining International Students’ Motivation to Read in English From a Self-Determination Theory Perspective","","The article investigates adult ESL students’ English reading motivation within the framework of self-determination theory, focusing on intrinsic motivation, identified regulation, and controlled motivation in the US Intensive English Program context. Survey findings indicate IEP students’ motivation is driven more strongly by autonomous forms, particularly intrinsic motivation and identified regulation. Classroom experiences, especially the reading content and peer discussion, are identified as influential factors. Pedagogical implications emphasize supporting learners by enabling comparison of their L1 and L2 reading experiences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-international-students-motivation-to-read-in-english-from-a-self-determination-theory-perspective/598058/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-international-students-motivation-to-read-in-english-from-a-self-determination-theory-perspective/598058.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What theoretical framework guides the study of students’ motivation to read in English?","Question",{"text":63,"@type":64},"The study uses self-determination theory (SDT), emphasizing intrinsic motivation, identified regulation, and controlled motivation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which motivation types show stronger influence for IEP students?",{"text":68,"@type":64},"The results indicate motivation is characterized more strongly by autonomous forms, especially intrinsic motivation and identified regulation.",{"name":70,"@type":61,"acceptedAnswer":71},"What classroom experiences are linked to students’ motivation to read?",{"text":72,"@type":64},"The reading content and engaging in peer discussions stand out as classroom experiences affecting motivation to read in English.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598058,1792166508,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Examining International Students’Motivation to Read in English From a Self-Determination Theory Perspective  \nMotivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of adult ESL students in the US is an underexplored area of research. The current study adopted self-determination theory—the concepts of intrinsic motivation, identified regulation, and controlled motivation, in particular—to examine IEP students’ motivation to read in English. The study also explored the relationship between the students’L2 reading motivation and classroom instruction. The survey results of the study indicate that these students’motivation to read was characterized more strongly by two relatively autonomous forms of motivation (i.e., intrinsic motivation and identified regulation). The content of the reading and engaging in peer discussions stood out as the classroom experiences that affected the students’motivation to read in English. Pedagogical implications based on the study outcomes include providing the students with opportunities to compare their L1 and L2 reading experiences.  \nSecond language (L2) reading motivation is attracting recent at  \ntention worldwide (e.g., Al Seghayer, 2013; Dhanapala & Hi  \nrakawa, 2016; Kim, 2011; Netten, Luyten, Droop, & Verhoeven, 2016; Pirih, 2015), but surprisingly little research has been conducted within the US Intensive English Program (IEP) context. Motivation is thought to contribute to better text comprehension, both directly and through an increased amount of reading (Grabe, 2009). Therefore, it is imperative that ESL practitioners and administrators gain a solid understanding of their students’ motivation to read in English and how it relates to their classroom experience. This understanding may also be  \nThe CATESOL Journal 29.2 • 2017 • 61  \ngeneralized to students in junior college and community-based adult ESL programs if they share IEP students’ L1 literacy experiences, educational backgrounds, and purpose for studying English (academic and occupational, rather than basic survival) .  \nThe purpose of this article is to examine IEP students’ L2 reading motivation within the framework of self-determination theory, or SDT (Deci & Ryan, 1985; Ryan & Deci, 2017). SDT, whose central concepts are intrinsic motivation and several types of extrinsic motivation, has been adopted to study human motivation in a wide range of settings, including education (Ryan & Deci, 2017) . The notions of intrinsic and extrinsic motivation, in fact, have been used to characterize students’motivation to read both in L1 and L2 (e.g., Grabe, 2009; Schiefele, Schaffner, Möller, & Wigfield, 2012) . However, in reading motivation research, these concepts appear to be often used in combination with other theories, which could hinder research outcomes from being interpreted within a consistent theoretical framework. The exploratory study reported in this article, instead, attempted to adopt SDT as the sole theoretical foundation to illustrate the potential usefulness of the theory to understand adult ESL students’ motivation to read.  \nThe article will first explain key concepts of SDT, followed by a brief review of L2 reading motivation research with adult ESL students in the US. It will then describe a study that adopted SDT to examine international students’ motivation to read in English and its relationships to their classroom experience in an IEP in the US.  \nIntrinsic and Extrinsic Motivation Conceptualized in SDT  \nSDT (Deci & Ryan, 1985; Ryan & Deci, 2017) proposes that intrinsic motivation originates in individuals’ innate desire to explore and understand the world around them. Intrinsic motivation is independent from one’s desires to engage in activities because of societal values and expectations; thus, it is fundamentally different from extrinsic motivation. When applied to teaching, students are considered intrinsically motivated when they engage in learning activ","cbCaijaVtWXqdJEL","https://ap.wps.com/l/cbCaijaVtWXqdJEL","pdf",312406,"English","# Introduction\n## Motivation and the Need for US IEP Research\n## Purpose and Theoretical Framework (SDT)\n# SDT Concepts: Intrinsic and Extrinsic Motivation\n## Intrinsic Motivation in Reading\n## Extrinsic Motivation Subtypes and Autonomy-Control","[{\"question\":\"What theoretical framework guides the study of students’ motivation to read in English?\",\"answer\":\"The study uses self-determination theory (SDT), emphasizing intrinsic motivation, identified regulation, and controlled motivation.\"},{\"question\":\"Which motivation types show stronger influence for IEP students?\",\"answer\":\"The results indicate motivation is characterized more strongly by autonomous forms, especially intrinsic motivation and identified regulation.\"},{\"question\":\"What classroom experiences are linked to students’ motivation to read?\",\"answer\":\"The reading content and engaging in peer discussions stand out as classroom experiences affecting motivation to read in English.\"}]","Examining International Students’ Motivation to Read in English From a Self-Determination Theory Perspective | PDF",1792086208]