Comprehension and motivation of ESL learners: Basis for a reading intervention plan

Abstract

This quantitative descriptive study investigated the reading motivation and performance of randomly selected 300 English as second language (ESL) learners at three levels of comprehension. The Revised Motivation for Reading Questionnaire (MRQ) and the researchers-made comprehension test were used as instruments to identify the respondents' motivation and performance in literal, inferential, and evaluative levels. Based on the results of the MRQ, more than half of the respondents are extrinsically motivated. Moreover, they are likely to be motivated if they are interested in what they read and when they receive grades and recognition while reading. On the contrary, they are least motivated to read for social purposes. On their reading comprehension, results reveal that respondents performed satisfactorily in the literal level and fairly in inferential and evaluative levels. These findings are the bases of the reading intervention plan that contains (I) objectives, (II) time frame, (III) suggested reading material, (IV) strategy, (V) activity, and (VI) resources. Further, implications for teaching reading are included in the study.