Motivation

Besides considering the pupils’ language proficiency, the respondents emphasised that the pupils’ motivation affects their choices of literary texts. In the present research, motivation refers to one’s willingness to be engaged or committed to a task

(Alshenqeeti 2018, 1). Moreover, each pupil is motivated by different matters which influence how successfully they will learn a language. Therefore, motivation is largely influenced by the pupils’ attitudes, beliefs, and objectives of learning. (ibid., 1, 5) Furthermore, the English language teacher is in a key position since she takes part in motivating the pupil to learn a language (ibid., 1-2).

The pupils’ motivation towards English literature can be discussed from two perspectives (Protacio 2012, 71). The first perspective considers the fact that the pupils’ reading motivation is layered with their motivation for learning another

language (ibid.). Therefore, if pupils are not motivated to learn English, they might not be motivated to read English literature (Protacio 2012, 71). From this viewpoint, they most likely will not engage in learning, co-operate with others or for take

self-responsibility for their learning (Alshenqeeti 2018, 1.). Therefore, the pupils’

motivation towards English language needs to be acknowledged when choosing literary texts, since this might influence their motivation to read English literature.

The second point of view considers the fact that teaching material

influences the learners’ motivation (Nissilä et al. 2008, 2006, 57). Therefore, it is critical to provide interesting and appealing texts according to pupils (Protacio, 2012, 71). At their best, interesting and appealing texts can inspire the pupils to develop motivation towards reading English literature. However, if the texts are not interesting or

appealing, the pupils might not be motivated to engage in reading. (ibid.). Additionally, when the pupils consider tasks interesting and enjoyable, learning is motivated by their own will which is beneficial for meaningful language learning (Alshenqeeti 2018, 1). Therefore, in order to enhance the pupils’ motivation towards reading English literature, the interests of the pupils need to be taken into consideration.

In the present research, the respondents agreed that the contents of literary texts should be chosen within the interests of the pupil. As stated in the FNNCBE 2014, the interest of children and youth should be taken into consideration when choosing foreign language texts (Finnish National Board of Education, 2016). The respondents said that when the pupils were interested in what they were reading, they were most likely to learn English, for example by acquiring vocabulary. On the

contrary, giving the pupils English literature which they were not interested in could possibly lead to demotivated learning which would affect their interests towards English and reading in any language. Therefore, it was seen essential to know the pupil and what motivates them to read English literature:

…Tekstin pitää olla hauska ja/tai informatiivinen...(R5)

…The text needs to be funny and/or informative [according to the pupils]…(R5)

…ihan lopulta se on sitten myöskin ne aiheet et mikä vois olla sitten… – – (…) myös noita Guinessin ennätyskirjoja ne on aika hitti kun siellä on

kaikkii kiinnostavia erikoisia asioita, että laajentaa sit myöski sitä

sanavarastoo semmosia, jotka niinku kiinnostaa. – – Mutta se jo, että he niinku kiinnostuksensa mukaan saavat valita sen kirja, siihen sillä, et kun se motivaatio on siellä, sillon ne kyllä etsii myöskin sanastoo, ja niitä apuja sit sieltä aika taitavasti, mutta että miten perin sen tekee, et vaatiiko kaikille samaa vai saako sitten valita, saako itse lähtee etsimään jonkun tota vaikka kiinnostavan sarjakuvan jota tykkää opiskella ja lukee? Niin nää on näitä tota pohdinnan paikkoja, siinä se oppilaan tuntemus sitten, et kun oppilaat tuntee niin siitä saa sen avun, niin se auttaa näis haasteissa sitten. – – (…) meen täytyy olla silleen aika varovaisia jos pakottamalla tehdään et kaikki tekee tästä eikä varmasti kaikkii se kiinnosta ni sit viedään se ilo ja tulee semmonen asenne siihen kirjallisuuteen niin huono tulevia vuosia ajatellen ja elämää ajatellen…

(R1)

…but in the end, it is also the themes that could be [which motivate pupils to read]. Also those Guinness Word Record books, they are a big hit [amongst the pupils] since they contain all kinds of interesting and unusual matters, so [therefore] they also expand the pupils’ vocabulary, since the texts are [considered] interesting…But overall that they can choose a book according to their own interest, because then the motivation is there, at that point they also search for the vocabulary, pretty skilfully [to assist their reading]. But [I wonder] how should you [use literary texts in teaching], should everyone [read] the same [text]or can they choose and for example search on their own for an interesting comic that they would like to study and read? So these are those kind of situations where you need to think [how to use literary texts]. But when you know the pupils, then you will have the help for these kinds of situation. We need to be quite careful [when using literary texts], if we push the pupils [to read a literary text] and it does not interest

everybody, then you take away the joy and they develop an attitude towards literature which is bad for their future years and lives… (R1)

In addition, one respondent emphasised the teacher’s active role in finding out the interests of the pupils. Moreover, overhearing the pupils’ conversations or asking the pupils about their interests was considered useful in choosing suitable literary texts which were interesting according to the pupils. Therefore, building trust and caring for each pupil was seen to result in positive encounters with the pupil which could lead to meaningful literary choices and learning outcomes:

…No joskus voi olla silleen, että ihan kysyy oppilailta vähän, että mikä vois olla niinkun kiinnostava juttu, taikka sitten joskus sä ikään kun vaan kuuletkin, että milleen oppilaat sitte puhuu jostain jutusta ni sitten, että

“ahaa” tästä voiskin olla sitte näppärää ottaa tätä…(R4)

…Sometimes it can just be that you just ask the pupils what they consider interesting or then you just kind of overhear the pupils talking about some matter, so then [I think] like “ahaa” this could come in handy…(R4) In addition, it was acknowledged that the topics should be interesting according to the 12-13-year-old children. As stated in the FNCCBE 2024 objectives of instruction

considering English for the sixth graders, it is important to offer opportunities for the pupils to practise age-appropriate speaking and writing tasks (Finnish National Board of Education 2016.). As one respondent emphasised, literary texts need to be suitable according to the development level of the pupil. In the sixth grade some of the pupils’

maturity level has already reached puberty. Therefore, the different levels of maturity were seen to cause difficulties in finding interesting and exciting literary texts for the pupils:

“…ja 6. luokkalaisia kiinnostava aiheeltaan.” (R5)

“…and the topic must be interesting according to the sixth graders.” (R5)

…kutosen luokka nykyään on niin hankala, kun siellä on iha niitä täysin teinejä ja sit on aika lapsellisia, ni ota siellä sitten se sarjakuvat, voi olla kovakin hitti joillekin ja jotkut ei taas niistä innostu, et mitä sit heille etsiä.

Tää on nyt aika sekalaista tää kutosen porukan kanssa kyllä… – – (…) ja sitte ku niille käy niinku sadut, semmonen kirjallisuus, mut ei kutosille ei voi enää ottaa satukirjoja, eläinjuttuja…(R1)

…[teaching] the sixth grade class is really challenging nowadays because some pupils are already [behaving like] teenagers and others are fairly childish, so if you introduce some comics to the class there then, it can be a big hit with some while others are not excited about them, so [you’re left with a feeling of not knowing] what [materials] to search for those who are not interested. It is rather a mixture [of different things] with the sixth graders [at present]. The pupils are interested in stories, so we can [read] stories [in the classroom], but the sixth graders [are not interested]

in storybooks or animal themes, not anymore...(R1)

In the English language classroom, the English language teachers provide opportunities for the pupils to read literary texts. However, according to the respondents, the pupils were also given opportunities to choose literary texts themselves. Giving the pupils freedom to choose was to motivate the pupils to read since they had a chance to choose literary texts according to their own interests. The pupils were also given freedom to choose the topics for their projects based on literary texts, which was

considered to motivate the pupils to engage with tasks. As Ikonen, Innanen and Tikkanen (2015, 11) state, when the pupils make decisions and take part actively in their own learning which is based on their interest, learning becomes motivated and meaningful:

…kiinnostuksensa mukaan saavat valita sen kirjan…(R1)

…[the pupils] can choose the book according to their interests…(R1)

…oppilaat saa hyvin paljon valita itse niinku aiheen, ja sitten mistä he etsii sitä sisältöä siihen projektiin…(R2)

…the pupils can pretty much choose the topic themselves [for a project], and from where to find content for their project…(R2)

…Mielestäni oppilaat ovat hyvinkin motivoituneita varsinkin, jos heillä on omavalintainen aihe työstettävänään…(R5)

…I think that the pupils are very motivated especially, if they can choose the topic to work with…(R5)

Since the English teachers motivate language learning, the respondents were asked how they themselves motivate the pupils to read English literature. Three of the

respondents emphasised that they support, remind, and encourage their pupils to read English literature. As Protacio (2012, 71) states, two of the key elements in motivating pupils to read literary texts is that the they should be encouraged to read, and they should recognize appreciation towards literature in the classroom (ibid.). Significantly, since the teachers set an example for the pupils, they should value reading and make reading visible in the classroom, for example by displaying books, which will encourage the pupils to read literature (Ikonen, Innanen and Tikkanen 2015, 11):

…kyllä muistuttelen siitä, miten olis niinkun tosi tärkeä asia myöskin, en oikeestaan sen kummemmin, kannustan kyllä kuitenkin… (R4)

…I remind them about it [reading literary texts], how it should be an important matter also [to practise reading], not really in any other way, but I do support them… (R4)

…aina toki jos huomaa jonkun jonkun tota oppilaan joka on kiinnostunut jostain spesifistä, ni tottakai häntä kannustaa sitten… (R1)

…of course if you notice a pupil that is interested in something specific [reading about some topic], so certainly you support the him then [to continue reading]… (R1)

Above all, motivation is considered as a matter of co-agency in which interaction between the pupils, teachers and the community are central in motivating learning (Salmela-Aro 2018, 15). Therefore, each social factor plays a part in fostering the pupils’ motivation, learning and well-being (ibid., 16). Hence, besides the English teacher, the pupils’ family and friends take part in building the pupils’ motivation towards reading English literature.

All the respondents agreed that the pupils’ family and friends influence the pupils’ reading motivation. However, motivation was seen as either positive or negative according to how the pupils’ friends and family experienced reading English literature. Parents were seen to motivate the pupils if they read in English and overall used English in their everyday lives. Likewise, the pupils’ friends were considered to encourage the pupils to read if they valued reading English literature. According to one respondent, the class teacher also had an important role in developing the pupils’

attitude towards reading overall.

…Kyllä kavereilla varmaa on se enemmänki, että ja tietenkin vanhemmilla, jos oppilaiden vanhemmat käyttää englantia ja lukee englanniks, ni tottakai se niinku varmaan motivoi …(R2)

…Yes possibly friends have more influence [on the pupils’ motivation towards reading literary texts than the teacher] and of course the

[pupils’] parents, if the pupil’s parents use English or read in English, so of course then it can possibly motivate [the pupil to read]…(R2)

…on varmaan sekä hyvässä että pahassa, että se voi niinko toimia

kannustimena osalle tai sitten voi tyyliin netin kautta lukee juttuja, taikka sitten kavereitten ansiosta lukeekin tai sitten pelaakin mieluummin jotain pelejä kuin lukee, että sitten meneekin kavereitten kanssa muihin

touhuihin se aika eikä jää lukemiselle aikaa.” (R4)

…yes surely, in good and in bad [parents and friends motivate reading], some [pupils] might find it encouraging, or then they read [literary texts]

online [by themselves]. Additionally [their] friends can motivate them to read, or then they prefer more to play games [with their friends] than to read [literary texts], so then spending time with their friends goes to other stuff and [therefore] there is no time to read…(R4)

…Joo ja sitte luokanope et ku pidetään edelleen lukupiirejä, luetaan kirjoja (…) – – luovat pohjan sille lukemiselle et pidetään yllä (…) Ja sit jos kotona siihen kannustetaan että ”aijaa näkee et teil onkin tämmönen projekti menossa äikässä”, eikä sanota että “nyt ei tartte enää mitää lukea” vaan kannustetaankin siihen et kyllähän kodilla on vaikutus…(R1)

…Yes and then the class teachers still have reading circles, [in which] they read books [with the pupils]. [The class teachers] create the basis for reading and for maintaining it [in school]. And if at [the pupil’s] home it is encouraged that “oh you have this kind of a project in Finnish” and they do not say that “now you do not have to read”, instead they encourage [the pupil to read]. So yes the home has an influence…(R1)

To conclude this section, the respondents emphasised that the pupils’ motivation played an important role in choosing literary texts. According to the respondents, the pupils’ interest towards learning English underlined their interest for reading English literature. Additionally, for the pupils to be motivated to read English texts, the topics should be chosen within their interest and age-level. In addition, the pupils were given opportunities to choose literary texts within their own interests, which was considered to motivate the pupils to read English literature since they were given responsibility for their own learning. Likewise, the role of the English language teacher, class teacher, friends and family were acknowledged to encourage the pupils to read English

literature. However, their families’ and friends’ attitudes towards reading was either a positive or negative influence on the pupils’ motivation.