EXPLORING UNIVERSITY STUDENTS’ MOTIVATION FOR EXTENSIVE ENGLISH READING:A QUALITATIVE STUDY ON PREFERENCES FOR HARDCOPY VERSUS SOFTCOPY TEXTBOOKS

Abstract

This study explores university students’ motivation for extensive English reading and examines their preferences for hardcopy and softcopy textbooks. In the era of digital learning, understanding these motivational factors is essential for designing effective reading programs. Drawing on Self-Determination Theory and reading motivation frameworks, the research investigates how accessibility, convenience, tactile experience, and perceived learning effectiveness influence students’ choices. The study employs a qualitative research design using semi-structured interviews and focus group discussions with 12 purposively selected undergraduate English language learners from a public university. Data collection focuses on students’ personal experiences, attitudes toward traditional print and digital formats, and the role of motivation in sustaining extensive reading habits. Thematic analysis is applied to identify emerging patterns and categories related to intrinsic and extrinsic motivational factors, reading engagement, and format preference. Preliminary insights suggest that students’ motivation is shaped by multiple factors, including the perceived authenticity of the text, ease of notetaking, portability, and reading comfort. While some students favor hardcopy materials for deeper concentration and reduced eye strain, others prefer softcopy formats for accessibility, cost-effectiveness, and integration with digital tools. This research contributes to understanding how motivational dynamics intersect with format choice in extensive reading practices. The findings provide pedagogical implications for language instructors and curriculum designers to balance print and digital resources, promoting learner autonomy and sustained reading engagement in English language learning contexts.