Instrumental motivation and Reading  goals: Case study of Spanish L2   learners in Chile

Maha Soliman

doi:10.15332/0k23jm15

Vol. 16 No. 2 (2023)

Published 2025-09-12

license

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:

Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).

RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)

La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.

ARTICLES PRODUCT OF THE INVESTIGATION

Instrumental motivation and Reading goals: Case study of Spanish L2 learners in Chile

DOI: https://doi.org/10.15332/0k23jm15

Maha Soliman Universidad de Bernardo O'Higgins

PDF (Spanish)

Abstract
References

Teaching-learning process involves reading texts to construct knowledge. In this context, a certain pedagogical goal is chosen to guide the reading and the way of interacting with texts. Somehow, this interaction used to be attributed to the intrinsic or internal mo tivation of the reader. However, instrumental motivation to learn a second language was not considered as an influential factor in rea ding assignments. Objective. Hence, the aim of this investigation is to explore the relationship between instrumental learning motivation and the reading goals of both the learner and the institution hosting the reading activity. Methodology. A qualitative case study has been applied and data were collected from four courses belonging to a Spanish L2 student exchange program in Chile during the first se mester of 2019. Results. The results of Nvivo 12 analysis suggest that students learn Spanish for practical reasons that do not match with specific or complex reading content assigned in class by professors. Conclusion. Didactic material should engage students and be cohe rent with their language proficiency level to guarantee an efficient learning process.

keywords: motivation, comprehension, educational goals, second language instruction, case study, educational planning

1. Arias, L. B. (2015). Influencia cultural en la motivación para el aprendizaje del inglés como lengua extranjera. Revista Interamericana de Investigación, Educación y Pedagogía, 8(2), 341-371.

2. Baker, L. (2008). Metacognitive development in reading: Contributors and consequences. En K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first and second–language learners: See how they read (pp. 25-42). Norwood: Christopher-Gordon.

3. Best, R. M., Floyd, R. G., & Mcnamara, D. S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29(2), 137-164. https://doi.org/10.1080/02702710801963951

4. Britt, M. A., Richter, T., & Rouet, J. F. (2014). Scientific literacy: The role of goal-directed reading and evaluation in understanding scientific information. Educational Psychologist, 49(2), 104-122. https://doi.org/10.1080/00461520.2014.916217

5. Britt, M., Rouet, J., & Durik, A. (2018). Literacy beyond text comprehension. A theory of purposeful reading. Routledge.

6. Carrell, P. (1991). Second language reading: Reading ability or language proficiency? Applied Linguistics, 12(2), 159-179. https://doi.org/10.1093/applin/12.2.159

7. Cassany, D. (2009). Leer, comprender e interpretar en EFE en línea. En Martínez, I. & Vera Luján, A. (Eds.), Actas del XX Congreso Internacional de ASELE (pp. 19-40). Cantabria: Comillas.

8. Chodkiewicz, H. (2013). Reading as a purpose-driven process: Taking an L2 reader perspective. En D. Gabryś-Barker, E. Piechurska-Kuciel, & J. Zybert (Eds.), Investigations in Teaching and Learning Languages (pp. 79-96). Springer.

9. Chodkiewicz, H. (2019). Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts. Lublin Studies in Modern Languages and Literature, 43(3), 61-72. https://doi.org/10.17951/lsmll.2019.43.3.61-72

10. Contreras, J. (1990). Enseñanza, currículum y profesorado: introducción crítica a la didáctica. Madrid: Aka.

11. De Vega, M. (1984). Introducción a la psicología cognitiva. Madrid: Alianza Psicología.

12. Dirix, N., Vander Beken, H., De Bruyne, E., Brysbaert, M., & Duyck, W. (2020). Reading Text When Studying in a Second Language: An Eye-Tracking Study. Reading Research Quarterly, 55(3), 371-397. https://doi.org/10.1002/rrq.277

13. Ellis, H., Ottaway, S., Varner, L., Becker, A., & Moore, B. (1997). Emotion, motivation, and text comprehension: The detection of contradictions in passages. Journal of Experimental Psychology: General, 126(2), 131-146. https://doi.org/10.1037/0096-3445.126.2.131

14. Flavell, J. H. (1976). Metacognitive aspects of problem solving. En L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.

15. Fountas, I., & Pinnell, G. S. (2001). Guiding readers and writers grades 3–6. Portsmouth: Heinemann.

16. Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. London: Pearson.

17. Grabe, W., & Stoller, F. L. (2019). Reading to learn: Why and how content-based instructional frameworks facilitate the process. En K. Koda & J. Yamashita (Eds.), Reading to Learn in a Foreign Language (pp. 9–28). Routledge.

18. Graesser, A. C. (2007). An introduction to strategic reading comprehension. En D. S. McNamara (Ed.), Reading comprehension strategies (pp. 137–172). Erlbaum.

19. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395. https://doi.org/10.1037/0033-295X.101.3.371

20. Graesser, A., Li, H., & Feng, S. (2015). Constructing inferences in naturalistic reading contexts. En E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading (pp. 290-320). Cambridge University Press.

21. Hernández, T. (2006). Integrative Motivation as a Predictor of Success in the Intermediate Foreign Language Classroom. Foreign Language Annals, 39(4), 605-617. https://doi.org/10.1111/j.1944-9720.2006.tb02279.x

22. Horiba, Y., & Fukaya, K. (2015). Reading and learning from L2 text: Effects of reading goal, topic familiarity, and language proficiency. Reading in a Foreign Language, 27, 22–46.

23. Ke, S., & Chan, S. (2017). Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency. System, 66, 27-38. https://doi.org/10.1016/j.system.2017.03.005

24. Khaleghizadeh, S., Vakilifard, A., & Kamyabi, A. (2020). Ideal Self, Ought-to Self, Integrative, and Instrumental Motivations Among Non-Iranian Learners of Persian. Language Related Research, 11(2), 287-314.

25. Khong, H. K., Hassan, N. H., & Ramli, N. (2017). Motivation and gender differences in learning Spanish as a foreign language. Malaysian Journal of Learning and Instruction, 14(2), 59-83. https://doi.org/10.32890/mjli2017.14.2.3

26. Kimura, Y. (2014). Theme Comprehension in Expository Texts: Effects of Reading Goals and L2 Reading Proficiency. ARELE, 25, 111-126. https://doi.org/10.20581/arele.25.0_111

27. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163. https://doi.org/10.1037/0033-295X.95.2.163

28. Law, Y. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension. Educational Research, 51(1), 77-95. https://doi.org/10.1080/00131880802704764

29. Lawrence, J. F., & Snow, C. E. (2010). Oral discourse and reading. En M. L. Kamil, P. D. Pearson, E. B. Moe, & P. P. Afflerbach (Eds.), Handbook of reading research (pp. 320-337). Routledge.

30. Lu, X., Zheng, Y., & Ren, W. (2019). Motivation for learning Spanish as a foreign language: The case of Chinese L1 speakers. Círculo de Lingüística Aplicada a la Comunicación, 79, 79–98. https://dx.doi.org/10.5209/clac.65649

31. Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2. Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

32. Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91(4), 615–629. https://doi.org/10.1037/0022-0663.91.4.615

33. Mariño, E. Y. H. (2018). Comprensión de lectura desde la percepción de los docentes de inglés-lengua extranjera. Revista Interamericana de Investigación, Educación y Pedagogía, 11(2), 61-76.

34. Maxwell, J. (2012). Qualitative research design: An interactive approach. Sage Publications.

35. Mesgarshahr, A., & Alavi, S. M. (2019). Understanding L2 Reading Cognitive Processes. The Reading Matrix, 19(1), 206-225.

36. Münster, K., & Knoeferle, P. (2018). Extending Situated Language Comprehension. Frontiers in Psychology, 8, 22-67. https://doi.org/10.3389/fpsyg.2017.02267

37. Nailufar, Y. (2018). Analysis of Motivations to study English and Arabic. English Education Journal, 9(2), 328-345.

38. Parodi, G. (2011). La Teoría de la Comunicabilidad: Notas para una concepción integral de la comprensión de textos escritos. Revista Signos, 44(76), 145-167. https://doi.org/10.4067/S0718-09342011000200004

39. Parodi, G., Moreno-de-León, T., Julio, C., & Burdiles, G. (2019). Google or Gutenberg Generation: Chilean university students’ reading habits. Comunicar, (58), 85-94. https://doi.org/10.3916/C58-2019-08

40. Petkovic, I. V., & Georgijev, I. (2020). La enseñanza de español con fines específicos: curso de español para los negocios. Colindancias, (10), 295-312.

41. QSR International. (2018). NVivo 12 pro. London: QSR International Pty Ltd.

42. Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in English. JELITA, 1(2), 56-64.

43. Rodrigo, V. (2018). La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica. Routledge.

44. Ametova, O. (2020). The influence of integrative motivation and instrumental motivation on learning English as a Foreign Language. Journal of Critical Reviews, 7(12), 942-945.

45. Solé, I., & Castells, N. (2004). Aprender mediante la lectura y la escritura: ¿existen diferencias en función del dominio disciplinar? Lectura y vida, 25(4), 6-17.

46. Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to competence. Reading Research Quarterly, 47(4), 427-463. https://doi.org/10.1002/RRQ.030

47. Soliman, M. S. (2019). The conception of comprehension in two eye movement tracking models. Estudios de Lingüística Aplicada, (70), 95-116. https://doi.org/10.22201/enallt.01852647p.2019.70.878

48. Stranovska, E., & Gadusova, Z. (2020). Learners’ success and self-esteem in reading comprehension. Education and Self Development, 15(3), 109-119. https://doi.org/10.26907/esd15.3.10

49. Spychała-Wawrzyniak, M., & Bustinza, L. S. (2016). La motivación de los alumnos polacos para el aprendizaje del español. Studia Romanica Posnaniensia, 43(3), 85-102. https://doi.org/10.14746/strop.2016.433.006

50. Ushiro, Y., Hamada, A., Mori, Y., Hosoda, M., Tada, G., Kamimura, K., & Okawara, N. (2018). Goal-oriented L2 reading processes in narrative comprehension. Jacet Journal, 62, 109-128. https://doi.org/10.32234/jacetjournal.62.0_109

51. Van Den Broek, P., & Kendeou, P. (2017). Development of reading comprehension: Change and continuity. En Cain, K., Compton, D. L., & Parrila, R. K. (Eds.), Theories of Reading Development (pp. 283-307). Benjamins.

52. Van Den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory. Memory & Cognition, 29(8), 1081-1087. https://doi.org/10.3758/BF03206376

53. Van Dijk, T., & Kintsch, W. (1983). Strategies of Discourse Comprehension. Academic Press.

54. Vásquez, C. A., Romero, A., & Molina, R. Y. (2009). Estrategias pedagógicas para la motivación lectora a través de un software de lectura interactiva. Revista Interamericana de Investigación, Educación y Pedagogía, 2(2), 19-30.

55. Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190-195. https://doi.org/10.1111/cdep.12184

56. Wurr, A. (2003). Reading in a Second Language: A Reading Problem or a Language Problem? Journal of College Reading and Learning, 33(2), 157-169. https://doi.org/10.1080/10790195.2003.10850146

57. Yeari, M., Van Den Broek, P., & Oudega, M. (2015). Processing and memory of central versus peripheral information as a function of reading goals. Reading and Writing, 28(8), 1071-1097. https://doi.org/10.1007/s11145-015-9561-4

58. Yu, B., & Downing, K. (2012). Determinants of international students’ adaptation. Educational Studies, 38(4), 457-471. https://doi.org/10.1080/03055698.2011.643111

59. Zwaan, R. (1994). Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(4), 920. https://doi.org/10.1037/0278-7393.20.4.920

license

How to Cite

Soliman, M. (2025). Instrumental motivation and Reading goals: Case study of Spanish L2 learners in Chile. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 16(2), 213-241. https://doi.org/10.15332/0k23jm15

Download Citation

Almétricas