Literature | Poems » Khatib-Daftarifard - The Effect of Reading Poems on Learners Reading Motivation

Source: http://www.doksinet 26. The Effect of Reading Poems on Learners Reading Motivation Mohammad Khatib * Parisa Daftarifard* Abstract : The brevity and comprehensiveness of poems give English language learners enriched data and provide them with opportunity to express and process the multivocality of language. This can make them more motivated as far as different language skills are concerned. This study attempts to see effect of studying English language poems on learners reading motivation in classrooms. This paper reports the data of 77 Iranian students at the Intermediate level divided into two experimental groups where control were subjected to ANCOVA. The result shows that teaching poems affected Reading Motivation of the Iranian students. Moreover, the result of Kruskal Wallis Tests indicated that teachers method of teaching would affect learners Reading Motivation. Some implications then are suggested at the end. Keywords: English Literature, Language Teaching, Reading

Motivation, Self Efficacy, Curriculum, Intercultural, Motivation. 1. Introduction The importance of literature in language teaching has been frequently discussed (Gajdusek, 1988; Oster, 1989; McKay, 1982; Moi, 2003; Pulverness 2003; Spack, 1985). The role of literature is highlighted when humanizing language curriculum is concerned (Boblitho, 2003; De Matos, 2005; Gajdusek, 1988; Harmer, 2001), or when the importance of multivocality of learners is emphasized in language learning (Tomlinson, 2003a). To Tomlinson (2003b), one way of humanizing language curriculum is to use literary texts for to meet learners perception diversity. Teaching literary texts in English classroom is believed to integrate the psychological and sociological realities into classroom (Tomlinson, 2003b). According to Pulverness (2003), the use of literary texts in English learning situation bridges the gap between learners intercultural experience and that of target situation. This is done through the use of

various kinds of textural intervention. Such prominence sets on literary texts especially manifolds when the possible effect of literary text on learners motivation is taken into account. Motivation is not only one of the most important concepts in psychology to explain the reason of human behaviors and acts, but it is also of great importance in language education to explain the causes of success or failure in learning (Dörnyei, 2009). The use of literary text can be a causative factor in increasing learners motivation and this further can ameliorate learners achievement. Dörnyei (2009) maintains that individual abilities, appropriate curricula, and good teaching cannot, on their own, ensure students achievement unless there is sufficient motivation. In a similar vein, Arnold and Brown (1999) believe that "very little can be accomplished if the learner is not at least minimally willing or motivated" (p. 25) Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet 192

Journal of Literature, Culture & Media Studies Literary text can increase learners motivation for several reasons. The use of literary texts in EFL contexts is one of the many ways of humanizing syllabus because literary texts account for individual differences and their diverse comprehension. To De Matos (2005), humanizing textbooks means to make learners aware of cross cultural differences. You-Jung (2009) believes that materials which lack humanistic elements disregard the fact that learners might have different feelings, intellects, interest, and attitudes. The use of literary texts in general, and poems in particular, would make learners to relate their experiences with that of what is expressed in the texts. This can be enhanced through developing activities which focus both on the content of the texts and helping learners to connect it to their own lives. Learning best occurs when things are seen as part of recognized patterns, when learners imaginations are activated, or

when the information appeals to our senses (Tomlinson, 2003b). The use of literature in an EFL classroom can stimulate multidimensional mental activity during language learning (Maley, 1996; 2001). This only works if the learners are helped and encouraged to experience the literature rather than studying it for a particular purpose. One way of achieving literary experience is to use poems which are linguistically simple but cognitively and emotionally complex. This makes learners to engage with the text personally. Another important feature of literary textbooks and materials used in English classroom is raising language awareness (Bolitho, 2003). Such textbooks require learners to explore, make comparisons, answer questions, take notes, guess or hypothesize, classify and categorize the data in the texts. A good task will trigger one or more of the following cognitive processes: analyzing, analogizing, applying existing knowledge to new contexts, revising existing beliefs and

constructs, synthesizing old and new knowledge, evaluating evidence from data, and so forth Literary texts can activate both higher and lower order thinking skills. It can be used as part of pair or group work, individual work, whole class work, or self-access work. It suits language awareness activities as it requires learners reflection over ambiguities, complexities and multi-faceted nature of texts which characterize real language in use. This means that there is often no single right answer to questions on literary texts. Moreover, literary texts can help learners to develop cultural awareness (Pulverness, 2003). To develop cultural awareness alongside language awareness, materials need to provide more than a token of cultural information and address more comprehensively the kind of cultural adjustment that forms the architecture of foreign language learning experience. An enhanced language syllabus takes account of cultural specificity which tends to remain peripheral in the

current materials like connotations, idiom, the construction of style and tone, rhetorical structure, critical language awareness and translation. This value compounds when one notices the recent shift from culture to cultures. That is, a more pluralistic strain of thinking has emerged to view culture as a multi-layer entity. According to De Matos (2005), the use of inspiring literature can both ensure humanization through dialogue and multi-voiced comments and discussions. As Pulverness (2003) states language is always value-laden and this is what learners need to notice. The use of literary texts can persuade learners to adopt more imaginative and idiosyncratic ideological assumptions to understand the Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet Journal of Literature, Culture & Media Studies 193 propositional meaning of the text through their own eyes and others. 1.1 The Use of Poetry in Classroom Poems and poetry based activities seem to be effective to use in

EFL classrooms (Bagherkazemi & Alemi, 2010; Hanauer, 2001; Widdowson, 1984) for several reasons: (1) the use of poems is motivational in that they raise certain dilemmas and, therefore, emotional responses (Khatib, 2011); (2) it expands learners language awareness (Ramsaran, 1983); (3) it develops learners interpretive abilities; (4) its brevity and comprehensiveness give learners enriched data for discussion in classrooms (Rush, n. d) Poems can be studied in several ways: from linguistic features (when phonological, lexical, and syntactic features of the poems are discussed), semantic features (when different metaphors are discussed), stylistic features (whether the poetic expressions are colloquial or archaic), and thematic features (Maley, 2001). This flexibility of poetic genres provides EFL teachers with opportunity to involve learners recalling and recounting personal experiences, to develop in their learners mental images while processing or producing language, to help

learners to develop an L2 inner voice while producing and comprehending language, to engage learners in Kinesthetic activities, and to help learners to develop an idiosyncratic version of a text. According to Kellem (2009), there are two main pedagogical approaches to teaching poems: stylistic and reader-response. Stylistic approach refers to analyzing poem atomistically in terms of lexicon, syntax, and the number of turns occurring between possible interlocutors in the discourse. On the other hand, reader- response approach to teaching poetry holds the idea that poetry should be studied from the readers perspective instead of the authors materials. He furthers that “the approach treats the creation of meaning as inseparable from the act of reading” (p. 13) Kellem (2009) integrates these two approaches into one as “formeaning” response approach claiming that in approaching poems one cannot separate form from meaning (p. 12) Accordingly, this method includes several activities

like discussion questions, drawing pictures, role playing, and letter writing. Elsewhere, Hanauer (1997) explicates two perspectives to approach the nature of poetry: formalist and conventionalist theories. The former refers to studying the formal features of poems and the latter is related to “conventions of reading associated with poetry” (p. 2) Poetic function of a text refers to formal features of the text under the study. Accordingly, “the formal features of poems display a system of similarities, regularities and repetitions such as the repetition of syllables, regularities in stress patterns or similarity in grammatical category” (p. 3). The opposite view is that of conventionalist approach The view assumes that the reader constructs the fictional situation and the coherence within the text to read. It means that the poetry is a socially mediated genre and, therefore, meaning is personally constructed not linguistically. 1.2 Reading Motivation Much of the research in

second language acquisition (SLA) has been dedicated to consider motivation as an indicative factor for learners language learning abilities (Ellis, 1994), and the fact that motivation is not a global construct (Mori, 2002). The research on first language reading motivation (Guthrie and Coddington, 2009) and second language (Clement and Kruidenier, 1985; Dornyei, Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet 194 Journal of Literature, Culture & Media Studies 1990, 2000, 2003) indicates that motivation is a task based phenomena not just a global entity (Mori, 2000). This leads scholars to investigate possible ways to ameliorate or increase learners motivation to pursue their academic achievement in reading. Takase (2007) studies the relationship between motivation and extensive L2 reading. Clement (1980 as cited in Dornyei & Skehan, 2003) investigates different constitutive factors of motivation. Guthrie et al (1999) believe that there are several paths, one of

which is reading amount, through which motivational variables contribute to reading achievement and text comprehension. In this respect, Mori (2002) modified the original version of reading motivation questionnaire to observe the English Foreign Language (EFL) setting. Through factor analysis and by including some of the items from Gardners socioeducational model of motivation, Mori (2002) came up with different factors of reading motivation as (1) intrinsic value of reading, (2) extrinsic utility value of reading, (3) importance of reading and (4) reading efficacy (See Appendix below). Accordingly, Intrinsic Motivation refers to inner driven reasons for reading different texts. These reasons are not externally driven On the other hand, Extrinsic Motivation refers to "perceived usefulness as explained in expectancy value theory" (p. 8) Importance of reading includes items such as explaining the importance of reading in coping with internationalization, following general

education, broadening ones view, and developing into a more knowledgeable person. Finally, Reading Efficacy refers to readers self evaluation about his or her reading ability. 1.3 The Present Study The present paper attempts to see if adding poetry to EFL classroom may change any components of second language reading motivation. To our knowledge, not much research has tried to see the effect of reading poems on learners second language reading motivation. To this end, the authors try to address the following questions. 1. Does reading poems in English classroom affect any components of learners second language reading motivation? 2. Does way of teaching poems affect any components of learners second language reading motivation? 2. Method 2.1 Participants Seventy seven Iranian students studying General English at Marefat Institute, in Tehran, Iran, participated in this study. These students were studying senior high school. They were intact groups, and all were taught by five teachers

in 10 different classes with approximately 6 to 12 students in each class. Each teacher has taught both control and experimental groups. Students age ranged from 16 to 20 years old (25.6% between 18 and 20, and 744% less than 18) They assessed their language proficiency mostly at intermediate (61.5%), then upper intermediate (27%) and the rest assessed themselves as lower intermediate proficient learners. However, all were grouped as intermediate students conventionally based on the Institute criteria. From seventy seven students, 34 students formed the control group and 43 the experimental group. Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet Journal of Literature, Culture & Media Studies 195 2.2 Instrument Moris redefined motivation for reading questionnaire (RMRQ) (2002) was used for the purpose of this study. This questionnaire included four components of Intrinsic Value of Reading (13 items), Extrinsic Utility Value of Reading (7 items), Importance of Reading (5

items), and Reading Efficacy (4 items) (Mori, 2002, 2004). The items were rated on a three point Likert Scale The second type of instrument was some poems that were chosen as intervening material for the experimental group. The poems were “Dreams” by Langston Hughes; “A Word is Dead”, “Not in Vain” and “Im Nobody” by Emily Dickenson; “Yesterday”, “the Hands of Power” and “Love” by Sri Chinmoy; “the Night” by William Bourdillon; and “the Arrow and the Song” by Wadsworth Longfellow. These poems were chosen based on three criteria: ease of reading, teachers judgment and the relatedness of the content to learners age. These poems were chosen from among 20 other short poems with the help of the supervisor of the institute. 2.3 Procedure The questionnaire was given twice - at the beginning of the term and the ninth week of the semester before students midterm exam. This way, the researchers were sure that the experimental groups were involved in lessons

they chose as an intervention. Each time, the respondents were asked to rate each question on a three-point scale in terms of their perceived importance with 1 indicating as disagree, 2 as neutral, and 3 as agree. The each experimental group was taught poem in each session. Teachers were free in choosing the techniques to work on the poems. In some classes, learners read poems on their own but in some classes the teachers and then the learners read the poems several times and then the teacher analyzed each poem, along with learners. 2.4 Analysis 2.41 Reliability and Descriptive Statistics First reliability indices of the questionnaire both in pretest and posttest were estimated. The results showed that the questionnaire enjoyed a fairly good reliability index in pretest (alpha = 0.79, N = 77) and in posttest (alpha = 085, N = 77). Moreover, the independent T tests among four components of reading motivation (Intrinsic, Extrinsic, Reading Importance, and Self Efficacy), as stated

earlier, shows that the two groups (control and experimental group) are not significantly different in pretest. Moreover, the two groups are acceptably highly motivated (X = 29.9 and 31 for control and experimental groups respectively on intrinsic motivation; X= 17.41 and 18 for control and experimental groups respectively on extrinsic motivation; X = 12.6 and 1288 for control and experimental groups respectively on Reading Importance; and X = 10.2 and 106 for control and experimental groups respectively on Reading Efficacy). Also, as Table 1 shows the Leven tests of homogeneity indicates that two groups show homogenous variances over the tests. The Levene F for all does not show significant difference except for post Reading Efficacy. Levene test of homogeneity turned to be significant for Reading Efficacy Posttest so the data for this test was not included in the main analysis. Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet Journal of Literature, Culture & Media

Studies 196 Table 1: Levene Homogeneity Test Test F df1 df2 Sig. Post extrinsic 1.372 1 75 0.245 Post intrinsic 1.500 1 75 0.224 Post Importance of Reading 0.809 1 75 0.371 Post Reading Efficacy 5.995 1 75 0.017 Pre extrinsic 1.982 1 75 0.163 Pre intrinsic 0.648 1 75 0.423 Pre Importance of Reading 1.038 1 75 0.312 Pre Reading Efficacy 2.473 1 75 0.120 2.42 The Effect of Teaching Poem: ANCOVA To answer the first question of this study, “does reading poems in English classroom affect learners reading motivation?” four separate ANCOVAs were using SPSS to control the possible effects of pretest scores. Reading Motivation, as was mentioned earlier, has four constructs of Intrinsic, Extrinsic, Reading Efficacy and Reading Importance, but because Reading Efficacy in Pretest failed to show homogeneity of variance, the data in this part was omitted from the analyses. Table 2 shows the results and indicates that only intrinsic motivation shows

to be significant (F = 9.27, p < 005) when the effect of pretest was controlled Study shows that the experimental and control groups differ in their performance on the posttest as far as intrinsic motivation is concerned. Table 2 ANCOVA Posttest by Groups Controlling for Pretest Tests Source Type III Sum of Squares df Intrinsic Motivation Pretest 832.877 1 832.877 Group 60.353 1 60.353 Error 481.520 74 6.507 Pretest 275.923 1 275.923 Group 5.461 1 5.461 1.350 Error 299.286 74 Pretest 62.544 1 62.544 28.081 0000 Group 6.002 1 6.002 2.695 Error 164.815 74 2.227 Extrinsic Motivation Importance of Reading Vol.V9&10 Jan- Dec2013 Mean Square F Sig. 127.997 0000 9.275 0.003 68.224 0000 0.249 0.105 Source: http://www.doksinet Journal of Literature, Culture & Media Studies 197 Table 3: shows the mean score of experimental group is more than control group. This shows that teaching poems to intermediate teenager have a

significantly positive effect on their intrinsic reading motivation, but not other components of reading motivation. Table 3 : Estimates of Mean for Groups Tests Groups Mean Std. Error Intrinsic Motivation Experimental 32.608 0.395 Control 30.761 0.445 Experimental 18.135 0.308 Control 17.594 0.34 Experimental 13.041 0.228 Control 12.477 0.256 Extrinsic motivation Importance of Reading This finding is not far from expectation. Intrinsic motivation is inner driven and is caused internally. In contrast, extrinsic motivation is what is believed to be externally driven. According to Deci and Ryan (2000), students who believe that their teachers are warm and caring showed greater intrinsic motivation. Arnold and Brown (1999) believe that intrinsic motivation leads to other learners potentials like autonomy, self satisfaction, cooperative learning, and interest. 2.43 The Effect of Method of Teaching Poem: Kruskal Wallis Test The second question of this study was

“Does way of teaching poems affect any components of learners second language reading motivation?” To answer this question, a Kruskal-Wallis test was conducted because the data as grouped based on teachers did not form a normal distribution. The test was run to evaluate the differences among five possible ways of teaching poems; Teachers were named as T, AT, SO, ES, and SHA. Teachers were rated based on the amount of importance they put pressure on the lessons. Teacher “T” reported that she taught poems in three stages: first she read the poems two to three times, and then answered the students questions based on the text and finally discussed the possible point of views and themes of each poem. She has got the highest rank (5). Teacher “AT” has got the rank of 4; she asked learners to read the poems on their own and then they discussed the poems in the class. The third teacher, “SO” has got the rank of 3; she asked learners to read the poems at home and she asked them

about their interest and possible understanding of each poem. The fourth teacher, “ES”, has got the rank of 2; her learners worked on the poems at home and gave her reports about each poem. And finally the last teacher, “Sha”, left reading the poems on learners own and he only checked for Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet 198 Journal of Literature, Culture & Media Studies The result of Kruscal Wallis Test showed that there is no significant difference in pretest for all Reading Motivation components and for posttest for Intrinsic, Extrinsic, and Reading Importance parts of Reading Motivation. This showed that teachers, statistically speaking, performed similarly irrespective of the way they approached teaching poems in their classroom. However, the test turned to be significant for posttest Reading Efficacy (4, N = 43) = 9.485, P = 005 Because of the overall test for Reading Self Efficacy turned to be significant, pair-wise comparisons among five

groups were conducted through Mann-Whitney. The results of these tests indicated a significant difference between Teacher T (Mean Rank = 9.21) and SO (Mean Rank = 15.05) and between ES (Mean Rank = 450) and SO (Mean Rank = 1032) The result indicated that reading poems at home and then discussing them in class seemed to be a more efficient way of approaching poetry in this sample. 3. Conclusion Literature has been claimed to be effective not only for learners cognitive growth but also for their psychological development in EFL situations. As Reading motivation proves to be essential for learners academic achievement (Takase, 2007; Guthrie et al, 1999), it is important to learn what factor might affect or ameliorate learners reading motivation. According to Dörnyei (2009) neither individual abilities nor appropriate curricula, on their own, may ensure student achievement unless there is sufficient motivation. Elsewhere, Arnold and Brown (1999) believe that without being minimally

motivated, one cannot achieve academic success. For these reasons, in this paper we tried to investigate the effect of reading poems on Iranian Intermediate learners second language reading motivation. To this end, the data of seventy seven Iranian students on RMRQ questionnaire were subjected to SPSS. The results of ANCOVA showed that reading poems in experimental groups affected learners intrinsic motivation. Intrinsic motivation is claimed to be the most important kind of motivation. It is important and indicative factor in ensuring learners success. For example Deci and Ryan (2000) related learners autonomy with the amount of their intrinsic motivation. They believed that "perceived autonomy is required for the motivation to be intrinsic" (p.235) Also, Ryan, Stiller and Lynch (1994) believed that learners belief about their teachers would affect their intrinsic motivation. The data in this study showed that two groups were highly motivated at the beginning; however, only

experimental group has gained significant difference on posttest intrinsic motivation. Another result obtained in this study was that learners self study before teaching poems in the classroom seemed to be a more efficient way in this sample. The result of Mann-Whitney turned to be significant for Teacher “SO” which was ranked 3 by researchers. The interesting point is that this way of teaching has affected learners Reading Self Efficacy. Self-efficacy theory (Bandura, 1993) refers to the people judgments about themselves. It is "individuals evaluation of their capacity to organize and execute courses of action" (Mori, 2002, p. 3) According to Clement (1980 cited in Dornyei & Skehan, 2003), self-efficacy is related to the learners ideas about their ability to carry out a task. It is believed that Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet Journal of Literature, Culture & Media Studies 199 motivation is positively correlated with self-efficacy;

this means that enhanced self-efficacy will result in more motivation (Ehrman, 1996). Maybe learners self study increased their self confidence and therefore their self efficacy. The result of this study has some implications in language teaching contexts. With the advent of communicative language teaching, after a long period of departure, teachers notice the efficiency of using literary texts in EFL classrooms. In his article, Maley (1989) emphasizes the practical aspects of literary texts as a resource due to the unique features such texts have universality, non-triviality, personal relevance, variety, interest, economy and suggestive power, and ambiguity. Each of these features is peculiarly potent for literary texts to be used in English classes. The effect of using poems on learners intrinsic motivation indicates that the use of poems in classroom, besides cognitive advantages, seem to benefit learners psychological aspects. Dörnyei (2009) believes that without sufficient

motivation, nothing can ensure students achievement. This study only focused on reading poems. Another study might focus on the possible relationship between other literary genres and learners reading motivation. Poems, from among other literary texts, are the most compact but comprehensive genres. However, these typical genres require teachers to know how to approach them in their classroom to engage learners in the texts. The data on Reading Efficacy was omitted due to heterogeneity of variance of the data. The first criterion to be met in ANCOVA is homogeneity of variance of the data under the study. Another study might include more participants so that the data on this part turned to be homogeneous. In this study, treatment included reading of poems. However, there are different ways of teaching poems or working with poems in an EFL classroom. Another study can focus on possible different effects of teaching poems to EFL Iranian students in a more rigorous way. According to Kelem

(2009), formmeaning response approach is a more efficient approach in teaching poetry One study may investigate whether the mere focus on form or meaning is more efficient than the mixture of these two methods in teaching poems to EFL students. In this st udy, only intermediate students were participated. Another study may try to see if the inclusion of poetry might have similar effects across different levels of proficiency. In this study, most of the participants were female Other studies might try to see if teaching poems might have different effect across gender. To Maley (1989), literature is gained more value when it is “down from the pedestal”. Literature is the discourse of diverse voices where each learner can have his or her own idiosyncratic processing and comprehension. In recent era of language teaching where both globalization and localization are discussed multivocality of discourse has gained the utmost importance. As Alemi (2010) suggested choosing literary texts

as a teaching tool can be a challenging approach for EFL students. The result of this study suggests that the inclusion of poems in EFL intermediate classrooms has a causative effect on learners intrinsic reading motivation. The use of poems in classroom is economic too Their brevity but enriched contents provide learners and teachers with the opportunity to express their own voice. The authors hope that with much research done in this area one can learn about more advantages of using literature in EFL contexts. Vol.V9&10 Jan- Dec2013 Source: http://www.doksinet 200 Journal of Literature, Culture & Media Studies REFERENCES Alemi, M. 2010 “Using Eliots short story Eeldrop and Appleplex to improve EFL learners communication abilities and literary understanding”. Linguistic and Literary Broad Research and Innovation, 1(1), 19-29. Arnold, J., & Brown, H D 1999 “A map of the Terrain” In J Arnold (Ed), Affect in Language Learning (pp.1-25) Cambridge: CUP

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