“When pupils encounter a longer text, they often respond with oh my god, do I need to read all of this?”

Abstract

In this thesis, we explore pupils’ attitudes and motivations to read while gaining insight into the teacher's perspective on the current situation. Our thesis question is: What attitudes do lower secondary school pupils and teachers in the context of the Norwegian educational system have towards extensive reading in the English classroom? Research was aimed at lower secondary school pupils and teachers, and data was collected in 2 separate classes. Both classes (n52) completed a questionnaire in which they assessed their attitudes and motivations to read. The questionnaire is based on a previously conducted study called Motivation to read profile (MRP). In addition, both classes' teachers were interviewed to gain insight into their current reading perspectives. The results from the questionnaire suggest that pupils share some negative attitudes towards reading and that many are not motivated to read. 48.1% of pupils assessed themselves as not motivated to read. Furthermore, 69% reported that they thought reading was boring. These attitudes were reflected in their reported reading habits as well, with 60% answering that they either never read or only read a couple of times each month. Teachers also reported decreased interest towards reading, which the teachers attribute to increased digital media and screen time. The teachers were aware of the benefits of extensive reading but mentioned that it was hard to motivate their pupils to read voluntarily. Furthermore, the teachers stressed reader autonomy as crucial in motivating their pupils to read.