The Impact of Learning Motivation on Students’ English Reading: How Should Teachers Design English Courses?

Abstract

This study employs a literature review method, drawing on perspectives such as self-determination theory and social constructivism, to systematically explore the impact of learning motivation on students' English reading and effective course design pathways. Research findings reveal that intrinsic motivation drives students to engage in deep reading and active vocabulary learning, exhibiting stability and sustainability; extrinsic motivation can guide reading behaviour in the short term and may transition into intrinsic motivation. Learning motivation influences vocabulary processing strategies and retention rates, thereby promoting vocabulary knowledge accumulation; simultaneously, it regulates reading engagement, strategy selection, and obstacle-coping behaviours, thereby deepening text comprehension. In teaching practice, task-based teaching methods meet students’ practical and competence needs through authentic, stepwise tasks; multimedia teaching reduces cognitive load and stimulates interest through multi-sensory interaction; and cooperative learning reinforces a sense of responsibility and belonging through social interaction. All three approaches effectively stimulate reading motivation. Based on this, when designing English courses, teachers should comprehensively cultivate intrinsic motivation, reasonably utilize extrinsic incentives, integrate multimedia resources, and organize cooperative learning to achieve the coordinated development of students’ reading motivation and abilities.