Browsing by Author "Murzakanova D."

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    The Impact of Scientific Texts on Reading Motivation Among Freshman English Learners
    (SDU University, 2025) Murzakanova D.
    This thesis is conducted to investigate how scientific texts affect the reading motivation of freshmen university students who are learning English. During many academic English courses, students are required to read scientific texts from coursebooks. These texts are assigned to students to help them improve their academic vocabulary and reading skills in general. However, it is still not clear whether those scientific texts help students feel more motivated to read in English or in contrast make reading more difficult and less enjoyable to them. The goal of this research is to understand whether scientific texts have a positive or negative influence on students’ reading motivation. The study uses a qualitative approach. Data were collected through surveys collected from students and classroom observation forms filled in by teachers. The student surveys included questions about their experiences, opinions, and feelings while reading scientific texts in English. At the same time, teachers observed students in class during reading activities and shared their views based on what they noticed about students’ engagement and participation while reading those scientific texts. Some students said that scientific texts helped them learn useful vocabulary and better understand academic topics. These students felt more confident and were interested in reading in English. On the other hand, some students found the texts difficult because of the complex vocabulary and unfamiliar content they noticed while reading. As a result, they felt frustrated or less motivated to read in English. Teachers also noticed that some students became quiet or less active during these reading tasks. Because of scientific texts being often included in required coursebooks, it is important to understand how they affect students’ learning and their general motivation to read in English. This research suggests that choosing the right texts, preparing students before reading, and supporting them during the reading tasks can help make reading more enjoyable and effective to students.