EFL Reading Motivations: Evidence from Kuwait

Abstract

This study examines here the aims to deepen our understanding of what English language teacher trainees think about their own reading, their responsibility as teachers of EFL towards reading skill, and about the effectiveness of the education they have been receiving. The participants for this study are 171 female EFL teacher trainees who were enrolled in different courses in the English Department at the College of Basic Education. The participants were asked to answer a questionnaire. The results of the questionnaire show that the English language teacher trainees did not describe themselves as very competent readers. The findings suggest that even though the English Department courses require reading text books, the teacher trainees read less frequently since they have been admitted to the Department. Teacher trainees didn't show their reading interest in L2.They were not very enthusiastic about reading, even though they were expected by their English language teachers to read more L2 books as they proceed from first year in college to senior year.

Key Words: Teacher trainee, reading skill, EFL teachers, Motivation