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Dr. Dilafruz Sarimsakova,

EFL Instructor, UzSWLU

Subject area: EAP for PreSETT students (Year 3 and 4).

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Research Topic: Home-assigned reading? How to motivate students to read more?

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Research Topic: Home-assigned reading? How to motivate students to read more?

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Exploring my perceptions:

How do I feel about home-assigned reading?

What I am doing to support my students to read home-assigned chapters?

Exploring others’ perceptions

-What do my students feel or say about home-assigned readings?

- What do my students want to see in the home-assigned reading texts?

- What do my colleagues say about home-assigned reading?

Exploring behaviour

-When I assign the home reading texts, which ones do students do (which they don’t do)?

-When I assign the home reading texts, what do I do to make sure that they do the home assigned reading? (do I tell them about my expectations or are my instructions clear?)

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Home-assigned reading is an integral part of academic practice and any course load, however...

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70% of my students do not do assigned reading of “Integrated Course on Foreign Language Teaching.”

30% read the assigned chapter and partake in discussions

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To explore my perceptions

1. My reflections,

2. Literature review,

3. Informal discussion with colleagues

To explore others' perceptions

4. Survey from students

To explore behaviour

5. My critical friend's notes from observation

6. Students' performance (written)

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Exploratory Level Findings: My perceptions

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Exploratory Level Findings: My perceptions

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Why do I value home assigned reading?

provides students with great insights into the topic

understand in detailed or get additional sources to support the idea

engage in in-depth discussions on a subject that will further their learning

more opportunities for success in their coursework and degree programs

if students don't complete the readings, it creates hinders for effective discussions or activities

What I am doing to support my students to read home assigned chapters?

Assign weekly chapters

Reading logs/ articles

3-5 minute reading reflection at the beginning of lesson

Purposeful reading assignments

Ask them jot down reading notes or write summary

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Exploratory Level Findings: Literature Review 

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Exploratory Level Findings: Literature Review 

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What literature say?

only 20–30% of undergraduate students complete required readings (Kerr and Frese,2017).

more than 50% of students fail to complete the required readings, and this is frequently due to instructors assigning too much (Deale & Lee, 2022; Hoeft, 2012).

we should not blame students as the source of the problem, ignoring the role of instructors (Brost and Bradley, 2006)

Brost and Bradley (2006) suggest:

Course instructors should create appropriate learning conditions that can actually foster and reward the behaviour that we seek from students

give students a sense of ownership of the reading process so that students can be motivated to prepare the readings we assign them. (Brost and Bradley, 2006)

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Exploratory Level Findings: others' perceptions

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Exploratory Level Findings: others' perceptions

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Reasons for non-compliance

Time (very important-10, somewhat important-4)

Difficulty of the material (very important-4, somewhat important-9, not important-1)

Actual subject matter (very important-5, somewhat important-9)

Desire to participate in-class discussions (very important-5, somewhat important-6, not important-3)

Personal desire to learn (very important-8, somewhat important-4, not important-2)

Sense of obligation (very important-5, somewhat important-5, not important-4)

Wanted to please the course teacher (very important-6, somewhat important-7, not important-1)

Attitude towards home-assigned reading:

42.9% students assessed their assigned reading materials in the course as important

57.1% noted as somewhat important.

What actions students expect from their course teacher?

Give less reading- 7.1%

Pick better things to read -28.6%

Use reading material in discussion -28.6%

Provide a reading guide or questions to use as we read -28.6%

Give points for readings-7.1%

Link to the survey: https://docs.google.com/forms/d/1bSMMmYEHk0yMinP4kTbn-iTrEz3xSns9XTI_lARmiS8/edit

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Exploratory Level Findings: Exploring behaviour

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Exploratory Level Findings: Exploring behaviour

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Main points of my critical friend's observations

30-35% students are active in group discussions, answer the questions, and highlight key points from home-assigned reading

65-70% students are passive because of non-compliance

I myself gave the main points from reading during the lesson

My approach was the traditional way of assigning students to read chapter one and come prepared to discuss the main points from the reading (again).

30% students read as they are autonomous; 70% don't read because of lack of reading habits and rhetorical reading strategies (no guidance, no template)

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Exploratory Level Findings: What my colleagues say about home-assigned readings?

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Exploratory Level Findings: What my colleagues say about home-assigned readings?

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Main points from informal discussion

Laziness (health issues, not having good conditions, mobile distraction, lack of control by instructors, emotional ss)

Some students are not good at reading (not developed reading skills) unpreparedness, lack of knowledge

Lack of motivation (topics not interesting or too complicated to understand, lack of reading comprehension, multi-level, disabilities)

Time constraints (having part time job, family cares, family and marriage issues, commute)

Underestimation significance of reading to the pedagogical process

Belief that instructors will discuss important information in readings during class

Faculty library cannot provide enough physical coursebooks, students struggle with printing, have to read online formats that is not preferred by all students

We can only share e-books, we cannot put pressure them to print the books out.

Fully funded students who do not commit any extra-curricular activities to promote reading culture in comparison, students in foreign countries organize clubs, extra-curricular activities

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Action Level: What do previous research suggest?

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Action Level: What do previous research suggest?

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Review assigned textbook with students, allow them to share main points (Smale (2020)

Explain why you have selected these readings as home assignments (reasonable reading loads)

Explain how to navigate through the book and highlight main features (clear guidance)

Encourage use of supplemental materials connected with home reading (videos, concept maps, visuals)

Quizzes is the most effective technique to motivate students to read (Hattenberg & Steffy, 2013).

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Action Question:

How did I improve my students' reading habits and interest in home reading assignments?

Steps of Action Level:

Select the most effective reading assignments to encourage students to read more (include not just readings but also videos, other primary documents, quizzes, short writing assignments, reading review, concept-mapping)

Use rubric for each home-assigned readings

Use rhetorical reading strategies

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Literature review

My reflections on effective reading activities I implemented;

Rubrics used by students

Observation of my critical friend on exploring students' behaviour

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Brost, B. D., & Bradley, K. A. (2006). Student compliance with assigned reading: A case study. Journal of Scholarship of Teaching and Learning, 6(2), 101-111. Retrieved from

https://eric.ed.gov/?id=EJ854930

Hoeft, Mary E. (2012) "Why University Students Don't Read: What Professors Can Do To Increase Compliance," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 12. Available at: https://doi.org/10.20429/ijsotl.2012.060212

Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? engaging college students in course readings. College Teaching, 65(1), 28-31. doi:10.1080/87567555.2016.1222577

Smale, M. A. (2020). “It’s a lot to take in”-Undergraduate Experiences with Assigned Reading, Impact vol. 9, no. 1, winter 2020. Published version available at http://sites.bu.edu/impact/previous-issues/impact-winter-2020/its-a-lot-to-take-in/

Starcher, K., & Proffitt, D. (2011). Encouraging students to read: What professors are (and aren’t) doing about it. International Journal of Teaching and Learning in Higher Education, 23(3), 396-407. Retrieved from http://www.isetl.org/ijtlhe/articleView.cfm?id=1057

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Main points from my critical friend's observation

students’ compliance and motivation for home-assigned readings have increased (85% of students are active in discussions)

students' quiz results are feasible;

using rubrics to assess their knowledge and skills

have developed reading strategies

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Main points from my reflections on the reading activities:

I encouraged use of supplemental materials connected with home-reading assignments to motivate students to read more;

included not just readings but also videos and other primary documents to increase reading habits;

90% students showed good results from quizzes and doing concept-maps collaboratively based on home-assigned readings

students found rhetorical reading strategies useful for home-assignments

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