Abstract:

The paper investigates learners’ motivational levels regarding online reading in comparison to traditional classroom reading. Survey questionnaires were used to measure the relationship between online reading and traditional classroom reading using a Likert scale model. Data was collected from 466 Grade 8 English First Additional Language learners, form 6 Township schools in South Africa. The findings showed similarities and differences between online reading and the traditional classroom reading. The results also showed that an increased access to reading materials in the traditional classroom context influenced the cohort of Grade 8 learners’ reading motivation. Interestingly, access to online reading platforms did not increase the learners’ motivation to read. In addition, for both online and paper-based reading the findings showed that learners’ motivation increased when learners were offered a selection of reading materials to choose from. Finally, the findings indicated a parallel relationship between the cohorts of Grade 8 learners’ low reading motivation and their limited access to reading platforms. Recommendations from the findings are made in relation to promoting learners’ reading motivation on both online and traditional classroom contexts.

Keywords:

Learners, English First Additional Language (EFAL), Reading motivation, Traditional classroom context, Paper-based reading, Online reading context.