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Reading Motivation to Promote Students’ Reading Comprehension: A
Review Study
Thavy Kheang1, Pisith Chin2, Sereyrath Em3
1,2,3National University of Cheasim Kamchaymear, Kampong Cham Campus, Cambodia
3Suranaree University of Technology, Nakhon Ratchasima, Thailand
Abstract
Motivation is a pivotal yet often overlooked aspect of language learning and teaching,
particularly in English language instruction. Within this realm, reading motivation holds
particular significance, as reading is a foundational skill crucial for both academic and
psychological development. However, many students struggle with reading, leading to poor
comprehension and limited vocabulary. Addressing this challenge, scholars have underscored
the importance of reading motivation in fostering students' reading abilities. By cultivating a
genuine passion for reading and providing the necessary support and encouragement, educators
can not only improve reading proficiency but also instill a lifelong love for literature. Recent
academic interest has focused on exploring the use of reading incentives to enhance reading
comprehension. This paper aims to delve into this topic, defining reading motivation, exploring
types of motivation, examining reading comprehension, and discussing various models of
reading comprehension. Through a comprehensive literature review, it becomes evident that
motivation significantly influences learners' reading comprehension.
Keywords: Reading Motivation, Types of Motivation, Reading Comprehension, Models of
Reading Comprehension
INTRODUCTION
Motivation, as highlighted by Dörnyei (2001), is a multifaceted concept composed of various
models and theories, making it inherently complex. In the context of reading acquisition and
development, intrinsic motivation plays a crucial role. When students are intrinsically
motivated, they willingly engage in reading activities and persist in tackling challenging tasks.
Conversely, a lack of motivation often leads to disengagement and lower reading proficiency
levels. To address this, educators must create a motivational reading environment that
stimulates students' interest and enthusiasm. Teachers, as emphasized by Gambrell (1996),
serve as models and motivators in this process. They can cultivate an exciting and relaxed
atmosphere by incorporating diverse genres into the curriculum, making the reading experience
more appealing to students. Additionally, empowering students by allowing them to select their
reading materials and allocating dedicated time for independent reading further enhances
motivation and reading proficiency.
According to Grabe and Stoller (2002), English language instruction is integral to global
communication endeavors, necessitating students' proficiency across reading, writing,
speaking, and listening to contribute effectively. In this context, teachers play a crucial role in
facilitating learning for foreign language learners. Reading motivation, particularly in the realm
of reading comprehension, is increasingly vital as international communication advances, with
an emphasis on the four language skills. However, reading comprehension stands out as
paramount for English language acquisition. It is recognized as essential both within and
beyond the classroom, as learners must be motivated to improve their reading proficiency and
language skills (Grabe & Stoller, 2002). Motivation to read is critical for learners to engage
purposefully with texts, especially for EFL learners, emphasizing the significance of enhancing
reading motivation for a better understanding of written materials, as academic success across
all disciplines relies on proficient reading skills.
According to Seymour and Walsh (2006), motivation is consistently identified as a crucial
element affecting learners' reading comprehension, although it has yet to be fully recognized
as a primary factor in this process. Reading motivation emerges as a significant factor for
foreign language students, enhancing their effectiveness in reading, as emphasized by Namazi
et al. (2022) and Rosenfeld et al. (2001). Drawing on the work of Kintsch (1998), Van Dijk and
Kintsch (1983), and Pourhosien et al. (2016), reading comprehension is defined as the process
of constructing meaning from texts, focusing on understanding the text as a whole rather than
individual words or sentences. Ahmadi, Hairu, and Pourhosien Gilakjani (2012) highlight the
pivotal role of reading comprehension in language learning, serving as the foundation for
substantial learning among EFL learners. However, according to Ahmadi and Hairul (2012),
reading comprehension presents challenges as students must decode vocabulary and
understand the meaning of texts, making it a central focus in English language teaching. Maleki
and Zangani (2007) underscore the importance of teachers' methods in facilitating learning,
with internal factors such as interest and desire playing a crucial role in motivating learners.
Therefore, reading comprehension, as a process of deriving meaning from texts, must be
prioritized in English language education to ensure students' success and provide a basis for
further learning.
READING MOTIVATION
Because of the critical importance of students' learning and their progress in language skills, a
significant amount of time is dedicated to the development of reading skills. It should be noted
that certain learners, particularly those lacking sufficient resources and relying heavily on their
teachers, struggle to enhance their reading comprehension effectively and may not achieve
satisfactory results (Em, 2022). To address this challenge, one solution is the implementation
of a reading intervention program (Em et al., 2024).
Guthrie and Wigfield (2000) assert that reading motivation plays a pivotal role in shaping
learners' attitudes towards reading, with motivated readers engaging in pleasurable reading
experiences and employing effective strategies to enhance comprehension. They emphasize
that motivated readers perceive reading as a meaningful activity, willingly accept reading
challenges, and tend to excel in their reading endeavors. Furthermore, reading motivation
encompasses one's purpose, ideas, and interests related to the content and outcomes of reading.
Pachtman and Wilson (2006) highlight the importance of motivating students to read by
allowing them to choose their reading materials, as this autonomy encourages greater
engagement with reading, leading to a more enjoyable experience.
According to Hairul, Ahmadi, and Pourhosein (2012), reading motivation significantly
influences reading comprehension and impacts various aspects of motivation and reading
comprehension strategies across different contexts. They emphasize that students' motivation
directly affects their reading behaviors, suggesting that students with higher levels of reading
motivation are more likely to engage in extensive reading.
Furthermore, Hairul, Ahmadi, and Pourhosein (2012) stress the crucial role of reading
motivation in increasing reading comprehension among language learners, underscoring its
significance in target language learning. They note the existence of various types of motivation,
which are further elaborated in subsequent sections.
DIFFERENT TYPES OF MOTIVATION
The concept of motivation encompasses four distinct types: integrative, instrumental, intrinsic,
and extrinsic motivation. Integrative motivation refers to the desire to engage in a behavior to
adopt the culture or identity associated with that behavior (Gardner, 1985). Instrumental
motivation, on the other hand, involves pursuing a behavior for the sake of achieving a specific
outcome or goal (Dörnyei, 1994). Intrinsic motivation arises from internal factors such as
personal enjoyment or satisfaction derived from the activity itself (Deci & Ryan, 1985).
Extrinsic motivation, conversely, stems from external factors such as rewards or punishments
(Ryan & Deci, 2000). Each type of motivation plays a distinct role in shaping individuals'
behaviors and attitudes toward tasks and goals.
Intrinsic Motivation
Intrinsic motivation, as articulated by Arnold (2000), entails learning for its own sake, driven
by an internal desire to acquire knowledge or skills without the need for external rewards.
Lightbown and Spada (1999) suggest that teachers' influence on students' intrinsic motivation
may be limited due to the diverse backgrounds of learners, highlighting the importance of
creating a supportive classroom environment. Building upon this, Dörnyei (1990), Pourhosien
Gilakjani, Leong, and Sabouri (2012), as well as Alizadeh (2016), define intrinsic motivation
as the enjoyment derived from engaging in an activity, emphasizing self-concept, self-
confidence, and emotional needs as driving forces. Bomia et al. (1997 as cited in Pourhosien
Gilakjani & Ahmadi, 2011) expand on this, linking intrinsic motivation to internal abilities that
propel individuals to act or learn. Ryan and Deci (2000) further elucidate intrinsic motivation
as the inner desire to pursue activities for their inherent satisfaction, suggesting that learners
will exert greater effort and go beyond minimum requirements when driven by intrinsic
motivation. Hairul et al. (2012) clarify that intrinsic motivation arises from internal rewards,
contrasting with extrinsic motivation which relies on external incentives. Usher (2012)
underscores intrinsic motivation as the drive to engage in activities for their inherent value or
satisfaction. When students are intrinsically motivated to read, they do so for enjoyment,
discovery, or personal interest, leading to increased reading time and, consequently, enhanced
reading comprehension (Marinak & Gambrell, 2008). However, the reliance on external factors
to motivate students may undermine intrinsic motivation, as noted by researchers contrasting
intrinsic and extrinsic motivation (Deci, Koestner & Ryan, 1999). Gottfried (1990) defines
intrinsic motivation for reading as deriving pleasure from reading activities, aligning with self-
determination theory. This enjoyment of reading has been correlated with reading development,
as evidenced by standardized tests for elementary school students (Baker & Wigfield, 1999).
Extrinsic Motivation
Extrinsic motivation, as defined by Arnold (2000), involves the desire to attain rewards or avoid
punishments, thereby emphasizing external factors that drive participation in learning activities
such as assignments or grades. Harmer (1991) categorizes both integrative and instrumental
motivation under the umbrella of extrinsic motivation. However, Harmer (1991) also notes that
extrinsic motivation can be detrimental to learners, as it may lead them to focus more on
rewards or punishments rather than on genuine learning intentions. When learners are primarily
motivated by external rewards, their motivation to engage in learning activities may diminish
if these rewards are removed. Bomia et al. (1997 as cited in Pourhosein Gilakjani & Ahmadi,
2011) further illustrate extrinsic motivation as stemming from external sources that influence
individuals to act or learn, such as rewards or punishments. Dörnyei (1990), Pourhosein
Gilakjani et al. (2012), and Alizadeh (2016) define extrinsic motivation as actions performed
to achieve instrumental objectives, such as obtaining rewards or avoiding punishments. Deci
and Ryan (1985) describe extrinsic motivation as deriving from external benefits, such as
money or grades, rather than from inherent interest or satisfaction with the activity itself. Hairul
et al. (2012) elaborate on extrinsic motivation, highlighting that it involves doing something
solely for the sake of external rewards or outcomes, rather than for its inherent value or
enjoyment. They also note that extrinsic motivation can vary in autonomy, with some behaviors
being more personally endorsed or chosen than others. Extrinsically motivated behavior in
reading can be influenced by external factors such as accolades, praise, or a desire to
outperform others, as described by McGeown et al. (2012). Extrinsic motivation is
characterized by its focus on obtaining a distinct outcome, as highlighted by Deci and Ryan
(1985), and is often viewed as inferior to intrinsic motivation, as it relies on external incentives
rather than internal satisfaction with the activity. Baker and Wigfield (1999) emphasize the
goal-oriented nature of extrinsic motivation, wherein students strive to achieve specific
objectives.
Integrative Motivation
Integrative motivation, as described by Gardner and Lambert (1959), involves a desire to learn
a language to become part of a speech community or to connect with the people who speak that
language. This form of motivation emphasizes social interaction and cultural integration, as
learners seek to engage with native speakers of the target language. Saville-Troike (2006)
expands on this concept, noting that learners who are integratively motivated may have
significant others, such as family members or romantic partners, who speak the language,
further reinforcing their desire to learn. Heritage language learners, in particular, often exhibit
strong integrative motivation due to their connections to the language and culture. Research
has shown that learners who are integratively motivated tend to be more successful in language
learning compared to those who are instrumentally motivated, as their motivation stems from
a deeper personal interest in the language and its associated culture (Gardner & Lambert, 1972;
Pourhosein Gilakjani et al., 2012; Alizadeh, 2016). Hairul et al. (2012) support this notion,
highlighting that learners motivated by integrative factors are more likely to achieve success in
language learning, driven by their desire to communicate with native speakers and become part
of the target language community. Saville-Troike (2005) adds that integratively motivated
learners also demonstrate an interest in the culture associated with the language they are
learning. Despite the stronger motivation exhibited by integratively motivated learners, they
outperform instrumentally motivated learners, further emphasizing the importance of
integrative motivation in language learning.
Instrumental Motivation
Instrumental motivation, as described by Gardner and Lambert (1972), revolves around the
desire to learn a language for practical purposes, such as improving job prospects, achieving
academic goals, or accessing scientific information. This form of motivation is driven by
tangible benefits and outcomes, with individuals viewing language learning as a means to
achieve larger rewards, often related to financial or career advancement. Saville-Troike (2006)
further elucidates instrumental motivation, highlighting its association with enhancing business
opportunities, gaining prestige, or meeting specific academic requirements. Gardner and
Lambert (1959), Pourhosein Gilakjani et al., 2012), and Alizadeh (2016) all underscore the
multifaceted nature of instrumental motivation, which can stem from various practical needs
and objectives. Learners with instrumental motivation typically have clear, concrete goals for
language learning, such as obtaining a job promotion, earning a salary bonus, or fulfilling
university admission requirements (Hairul et al., 2012). This pragmatic approach to language
learning is prevalent among many EFL learners who prioritize the attainment of practical skills
and qualifications.
READING COMPREHENSION
Reading comprehension involves the intricate coordination of multiple processes, including
language comprehension, word reading, word knowledge, and fluency, to construct meaning
from text (Cain, Oakhill, & Bryant, 2004; Paris, 2005). At various levels, text comprehension
entails the formation of semantic networks as readers endeavor to grasp the meaning conveyed
within the text (Kintsch & Rawson, 2005; Joffe, Cain, & Maric, 2007; McGrew & Wendling,
2010). This process entails decoding words, integrating language and visual skills, and
establishing syntactic connections to maintain coherence and construct meaning. Kintsch and
Rawson (2005) emphasize that comprehension involves the holistic coordination of these
processes rather than their sum. Ahmadi and Pourhosein (2012) highlight the cooperative
mental engagement between a reader's linguistic knowledge and their background knowledge
of the subject matter during the reading comprehension process. Additionally, Rahmani and
Sadeghi (2011) define reading comprehension as the ability to recognize and interpret text
through the activation of prior knowledge and rapid word understanding. Learners must learn
to evaluate texts before comprehending them fully, as word difficulty can impede
comprehension by taxing processing abilities. Both Ahmadi and Pourhosein (2012) and
Rahmani and Sadeghi (2011) emphasize the importance of learners' active engagement in
comprehension tasks, such as responding to questions and writing their interpretations, in
classroom instruction.
DIFFERENT MODELS OF READING COMPREHENSION
Three models of reading methods are commonly recognized: the bottom-up method, the top-
down method, and the interactive method (Smith, 1994; Goodman, 1967; Rumelhart, 1977).
The bottom-up method focuses on the decoding of individual words and their meanings, with
comprehension building from the smallest units of language to larger constructs (Goodman,
1967).
Conversely, the top-down method emphasizes the reader's use of prior knowledge, context, and
expectations to comprehend the text, with comprehension driven by higher-level cognitive
processes (Smith, 1994).
The interactive method integrates elements of both bottom-up and top-down processing,
positing that reading comprehension emerges from the dynamic interaction between decoding
skills and background knowledge (Rumelhart, 1977).
Bottom-up Method
According to Carrell (1989), the bottom-up strategy involves decoding the simplest language
components, such as phonemes, graphemes, and words, and gradually constructing meaning
from these smaller units to larger constructs. This approach also incorporates students' prior
knowledge as they engage with the text. Bottom-up reading, also referred to as data-driven
reading or text-based reading, emphasizes analyzing the smallest textual elements, including
letters, words, phrases, and sentences.
Ahmadi and Pourhosein (2012) corroborate Carrell's (1989) assertion, highlighting that the
bottom-up strategy necessitates students' accurate decoding of linguistic elements and
comprehension of the relationships between words for successful reading. Given the vast
amount of vocabulary encountered in texts, it can be challenging for students to retain the
meaning of every word and effectively connect one word to the next.
Top-down Method
Nuttall (1996) and Ahmadi and Pourhosein (2012) conceptualized the top-down technique as
a psycholinguistic prediction game in which readers engage with a text, making inferences and
anticipating new or unexpected content encountered therein. In this approach, emphasis is
placed on verbal guessing rather than relying solely on textual cues. Readers employing the
top-down approach do not aim to read every word of a text; instead, they focus on predicting
the upcoming sequence of words based on contextual clues. As they read, they formulate
hypotheses about the author's intended message and adjust their assumptions based on textual
evidence.
According to Ahmadi and Pourhosein (2012), comprehension initiates at higher levels of
processing and gradually incorporates lower-level processing. They further assert that the top-
down method involves a systematic breakdown or decomposition of a system to gain insights
into its constituent subsystems.
Interactive Method
Carrell (1989) and Ahmadi and Pourhosein (2012) highlighted the interactive method as an
approach that integrates both bottom-up and top-down methods. This strategy utilizes data from
various sources, including orthographic, lexical, syntactic, semantic knowledge, and schemata.
Readers with strong bottom-up skills may struggle to comprehend texts if they read word for
word; hence, they need to leverage their background knowledge, leading to the interactive
model.
Nunan (1990) and Ahmadi and Pourhosein (2012) noted that language learners often employ
top-down reading to compensate for deficiencies in bottom-up reading. By utilizing their
schemata, learners can derive meaning even in the absence of complete bottom-up knowledge.
Stanovich (1980) suggested that learners relying on the top-down method utilize textual clues
to predict meaning and compensate for deficits such as weak word recognition and ineffective
bottom-up processing. The interactive method, incorporating both bottom-up and top-down
processes, facilitates the most effective text processing.
Furthermore, Stanovich (1980) emphasized the importance of teachers providing reading
instructions to enhance their readers' abilities, acknowledging that while the interactive method
supports successful reading, targeted instructional interventions are necessary for
improvement.
Critical Reasons for Motivation to Promote Reading Comprehension
From the reviews, it could be syntheses that motivation plays a critical role in promoting
reading comprehension for several reasons:
a. Engagement: Motivated students are more likely to actively engage with reading
materials, investing time and effort to understand the text thoroughly. This engagement
leads to deeper comprehension as students interact with the content, ask questions, and
make connections to their prior knowledge.
b. Persistence: Motivated readers demonstrate greater persistence in challenging reading
tasks. When faced with difficulties or complex texts, motivated students are more likely
to persevere, utilizing various strategies to overcome obstacles and achieve
comprehension.
c. Interest and Enthusiasm: Intrinsic motivation fosters a genuine interest and enthusiasm
for reading. When students are intrinsically motivated, they are more likely to select
reading materials aligned with their interests, leading to increased engagement and
comprehension.
d. Metacognitive Strategies: Motivated readers often employ metacognitive strategies to
monitor and regulate their comprehension processes. They reflect on their
understanding, identify areas of difficulty, and adjust their reading strategies
accordingly, which enhances comprehension.
e. Sense of Purpose: Motivation provides students with a sense of purpose and value in
reading. When students understand the relevance of reading to their academic success,
personal interests, or future goals, they are more likely to invest effort in
comprehending texts effectively.
Overall, motivation serves as a driving force that influences students' engagement, persistence,
interest, metacognitive strategies, and sense of purpose, all of which are critical factors in
promoting reading comprehension.
CONCLUSION
In conclusion, the research reviewed underscores the significant impact of reading motivation
on students' reading comprehension abilities. Motivated students exhibit a range of positive
outcomes, including making educated guesses, achieving better results, overcoming
challenges, and reducing comprehension anxiety. Therefore, integrating reading motivation
into teaching curricula consistently can be highly beneficial for students. Teachers are
encouraged to incorporate strategies to enhance reading motivation in their English classes,
fostering an environment where students are motivated to engage with reading materials.
The findings suggest that students with higher levels of motivation tend to demonstrate greater
improvement in reading comprehension compared to their less motivated peers. As reading
comprehension is a fundamental skill for language learners, it is imperative for schools and
universities to actively promote reading motivation among all students. Research consistently
highlights the positive correlation between reading motivation and comprehension proficiency,
emphasizing the importance of explicit instruction in reading motivation to enhance students'
reading abilities.
While implementing traditional reading motivation strategies may pose challenges for
instructors, the benefits outweigh the difficulties, as such strategies are highly effective.
Ultimately, the goal is to empower students to become self-regulated readers who can
effectively utilize reading strategies independently. In summary, the results of this study
underscore the necessity for students at all levels to be motivated to improve their reading
comprehension skills, as motivation serves as a cornerstone for language learning success.
Therefore, it is incumbent upon reading teachers to create opportunities for students to enhance
their motivation and proficiency in reading comprehension.
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The authors
Mrs. Thavy Kheang, an esteemed educator at a public school, holds a Bachelor of English for
Education degree from the National University of Cheasim Kamchayear, Kampong Cham
Campus, conferred upon her in 2022. With a steadfast commitment to fostering academic
excellence, Thavy Kheang specializes in leveraging reading motivation to enhance reading
comprehension among her students. Grounded in her academic training and pedagogical
expertise, she employs evidence-based strategies to cultivate a supportive learning
environment that stimulates students' intrinsic interest in reading. Currently advancing her
professional development, Thavy Kheang is actively pursuing a Master of English for
Education degree at NUCK, further enriching her knowledge and skills to meet the evolving
needs of her students and contribute to the field of education through scholarly inquiry and
innovative instructional practices.
• Email: kheangthavy28@gmail.com
Mr. Pisith Chin, with over two decades of extensive experience as a government official,
serves as the executive director of the National University of Cheasim Kamchaymear,
specifically overseeing the Kampong Cham campus. His wealth of experience in public service
has undoubtedly equipped him with valuable insights and skills relevant to his role in academia.
Notably, he is currently pursuing a Doctor of Philosophy (Ph.D.) degree in Educational
Sciences at the National University of Cheasim Kamchaymear, reflecting his commitment to
advancing his knowledge in the field. His dual roles as an executive director and a doctoral
candidate underscore his dedication to both administrative leadership and academic excellence,
positioning him as a well-rounded professional contributing to the educational landscape.
• ORCID: https://orcid.org/0009-0003-4784-717X
• Google Scholar: Pisith Chin
• Email: pisithchinnuck.edu@gmail.com
Dr. Sereyrath Em is currently a Cambodian government teacher of English with a higher
education degree, a visiting lecturer at the National University of Cheasim Kamchaymear
(NUCK) and some other universities, and an Editor at the Cambodian Education Forum (CEF).
Prior to this, he was a secondary school teacher of English and Khmer languages. In 2017, he
graduated with a Master of Arts in Teaching English to Speakers of Other Languages (MA in
TESOL) from Human Resource University (HRU), and in 2019, he graduated with a Master
of Education in Educational Administration from the National Institute of Education (NIE) with
the support from Cambodia International Education Support Foundation (CIESF), and he
earned his MBA from the National Institute of Entrepreneurship and Innovation (NIEI) in 2023.
Then in late 2023, he earned his PhD in Educational Science from Khemarak University,
Phnom Penh, Cambodia. He was also trained at the Regional Language Center (RELC) two
times between early 2020 and early 2021 concerning teaching listening, speaking, reading, and
writing. Starting in 2020, he has also become a Ph.D. candidate in Educational Administration
at the University of Cambodia (UC). His research interests include English language teaching,
teaching methodology, educational management and science, educational leadership, learning
and teaching motivation, and learning and teaching challenges. Currently, he is also a PhD
student at the Institute of Social Technology, Suranaree University of Technology, Thailand.
• ORCID: https://orcid.org/0000-0002-6803-195X
• Google Scholar: Sereyrath Em
• Email: sereyrathem.edu@gmail.com
