An Investigation Of Students Perception Of Motivational Techniques Teachers Use For Reading Lesson In Wro Kelemework Tiruneh Secondary School

The purpose of this study was to identify activities that need consideration inrndesigning and implementing motivational techniques in reading lesson. For thisrnreason, this investigation is made on students’ perception of motivationalrntechniques teachers use for reading lesson. The study was conducted in arnsample of 150 purposefully selected grade ten students of W/ro KelemeworkrnTiruneh Secondary school.rnTo collect the required data for the study, Classroom observations andrnquestionnaires were used as an instrument. The observable teachers’rnmotivational techniques were mainly derived from Dörnyei’s (2001) motivationalrnstrategies framework which is designed for foreign language classrooms.rnMoreover three kinds of questionnaires, which focused on investigating students’rnperception on the frequency of use of teachers’ motivational techniques, degree ofrnimportance of teachers’ motivational techniques and students’ opinion on readingrnmaterials, reading activities and also teachers pedagogical caring werernadministered.rnThe gathered data indicated that, majority of the students have perceived thernrelevance of using additional reading materials to the textbook as important tornthem. However, teachers use them sometimes. In addition to this, most of thernstudents perceive involving in activities that are organized to do through grouprncompetitions and doing reading activities individually as activities which are notrnimportant to them, rather pre reading and group reading activities are acceptedrnas relevant to the majority of the respondents.rnMoreover, with regard to teachers’ assistance, more than half percent of thernstudents’ reported that, getting opportunities to participate in classroomrndiscussions as important to them. In addition to this, most of them believed thatrnreading engagement could be achieved through efforts that students couldrnemploy. In the contrary, teachers’ role was perceived by students as inadequate.rnConsequently, to minimize the problem and to design motivational techniques inrnline with students motivational orientation and style of learning the researcherrnrecommends that effort should be made in assessing students reaction to readingrnmaterials teachers use and making a link with topics students enjoy reading,rnproviding students with classroom activities they prefer to be involved and alsornconducting continuous research which help to identify teachers’ pedagogicalrnsupport students need to get.

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