From Scrolling to Reading: Overcoming Low Motivation in English Reading Among Gen Z
Abstract
Reading motivation among Generation Z students, particularly in English as a Foreign Language (EFL) contexts, has become a significant concern in secondary education. This study aims to investigate the factors contributing to low motivation in reading English texts among high school students in Kabupaten Indragiri Hulu and explore effective strategies to enhance their engagement. A mixed-methods approach was employed, combining surveys, interviews, and classroom observations with 150 students and 10 English teachers from SMA, SMK, and MA schools. The findings indicate that students' low reading motivation stems from digital distractions, lack of relevant reading materials, vocabulary difficulties, and insufficient external support from teachers and parents. The study also highlights that integrating digital reading platforms, gamification, personalized content, and teacher-student interactions can significantly improve reading engagement. The results align with previous research, emphasizing the importance of adapting instructional strategies to students' learning preferences. This study provides valuable insights for educators and policymakers in designing effective interventions to foster reading motivation.
References
ALJABALI, R. (2019). PERSONALIZED GAMIFIED LEARNING BASED ON LEARNING STYLE. eprints.utm.my. http://eprints.utm.my/id/eprint/96340/1/RashaNajibAhmedMSC2019.pdf.pdf
Baird, D. E., & Gen, Y. (2009). ’Gen Y and digital learning styles.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. … in Open and Distributed Learning. http://www.irrodl.org/index.php/irrodl/article/view/1748
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011a). From game design elements to gamefulness: defining" gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011b). From game design elements to gamefulness: defining" gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15.
Digitalization of English Language Learning Understanding the Learning Styles of Millennials in Riau and Kepulauan Riau. (n.d.). Retrieved October 24, 2024, from https://scholar.google.com/citations?view_op=view_citation&hl=id&user=vLDq5FEAAAAJ&citation_for_view=vLDq5FEAAAAJ:0EnyYjriUFMC
Emad Albaaly. (2025). Effectiveness of Mobile-Assisted Instruction in Enhancing the EAP Reading Performance of Faculty of Education EFL Freshers.
Engagement and motivation in reading. (n.d.).
Enhancing reading engagement through gamification A case study of high school students. (n.d.).
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., & others. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
Fisher, M., & Baird, D. (2009a). Pedagogical mashup: Gen Y, social media, and digital learning styles. In Handbook of Research on New Media Literacy at the K ….
Fisher, M., & Baird, D. (2009b). Pedagogical mashup: gen Y, social media, and digital learning styles ’in Hin, L. and Subramaniam, R.(eds)‗ Handbook of research on new media literacy …. IGI Global.
Johnson, G., & Broadley, T. (2011). Learning style and digital activity: An ecological study. ASCILITE 2011 Changing Demands …. https://espace.curtin.edu.au/handle/20.500.11937/26620
Lee, R. K., Strike, P. M., Sutton, D. B., & ... (2013). Harnessing Multiple Learning Styles for Training Diverse Field Personnel in Conventional Coring Operations. International Petroleum …. https://onepetro.org/IPTCONF/proceedings-abstract/12IPTC/All-12IPTC/154390
Mahmoud, A. B., Fuxman, L., Mohr, I., Reisel, W. D., & ... (2021). “We aren’t your reincarnation!” workplace motivation across X, Y and Z generations. International Journal of …. https://doi.org/10.1108/IJM-09-2019-0448
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
Michael, T. (2014). A comparative study of intrinsic motivational triggers for generation X and generation Y members. search.proquest.com. https://search.proquest.com/openview/9bce1a68638b2029aeccafaf89749fbc/1?pq-origsite=gscholar%5C&cbl=18750
Nash, J. (2023). Nash, J. (2023). Social media, brain rot and the slow death of reading. Financial Times.
Ngoc, K. M., & Iwashita, N. (2012). A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. In University of Sydney Papers in tesol. academia.edu. https://www.academia.edu/download/34351742/A_comparison_of_learners_and_teachers_attitudes_toward_communicative_language_teaching_at_two_universities_in_Vietnam.pdf
Ponnudurai, P., & Rycker, A. De. (2012). Malaysian gen Y’s usage of vocabulary in academic essay-writing: A comparison of the effectiveness of online versus print reading-to-write tasks. The Journal of the South East Asia …. https://www.researchgate.net/profile/Teun-De-Rycker/publication/287638678_Malaysian_Gen_Y’s_usage_of_vocabulary_in_academic_essay-writing_A_comparison_of_the_effectiveness_of_online_versus_print_reading-to-write_tasks/links/5aeba3a6aca2727bc003e010/Malays
Poorebrahim, F., Sattarpour, S., & Ajabshir, Z. F. (2019). Written text quality and socio-affective strategy use: Monolinguals versus bilinguals across different proficiency levels. Journal of Asia TEFL, 16(4), 1119–1134. https://doi.org/10.18823/asiatefl.2019.16.4.4.1119
Putra, A. (2023). Parental Education Conditions in Rural Areas of Bengkulu: Case Study on Responsive Gender, Parenting Styles, Equality Behavior, and Learning Needs. Muwazah: Jurnal Kajian Gender, 15(2), 95–118.
Raising engagement in e-learning through gamification. Proceedings of the 6th International Conference on Virtual Learning. (n.d.).
Research and evaluation in education and psychology Integrating diversity with quantitative, qualitative, and mixed methods. (n.d.).
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.
Suparman. (2024a). Reading Comprehension in the Digital Age Strategies for STAI Nurul Falah Students.
Suparman. (2024b). STRATEGIES FOR EFFECTIVE LANGUAGE EDUCATION INTEGRATION IMPACT ON COMMUNICATION, CULTURAL UNDERSTANDING.
Suparman, & Irsandi. (2022). ADAPTING LANGUAGE TEACHING METHODS TO GENERATION Y’S LEARNING STYLES A STUDY IN THE CONTEXT OF MODERN EDUCATION.
Suparman, N. S. (2019). The Use of Minimal Pairs in Improving Students’ Vocabulary Mastery of The Fifth Year Students of SDN 018 Rumbai Pesisir. Al-Ihda’: Jurnal Pendidikan Dan Pemikiran, 14(1), 275–293.
Truc, N. N. L. T., & Fah, B. C. Y. (2018). A Study on Generation Y and Job Satisfaction in Vietnam. Electronic Journal of Business …. https://ejbm.sites.apiit.edu.my/files/2021/10/Paper-2-A-Study-on-Generation-Y-and-Job-Satisfaction-in-Vietnam.pdf
Understanding reading motivation A multi-dimensional approach. (n.d.).
Zeynali, S. (2016). The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners. International Journal of Language and Linguistics, 4(2), 9. https://doi.org/10.11648/j.ijll.s.2016040201.12
Zhao, Y., & Lai, C. (2011). MMORPGS and Foreign Language Education. Handbook of Research on Effective Electronic Gaming in Education. https://doi.org/10.4018/9781599048086.ch024
Copyright (c) 2025 Novri Suparman, Destri Wahyuningsih, Roswati, Padli (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
All articles published in the Journal of English Education and Linguistics are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and Journal of English Education and Linguistics, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective author(s) without restrictions. A non-exclusive license is granted to the Journal of English Education and Linguistics to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to the Journal of English Education and Linguistics, authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
