EFL reading motivational orientation of grades 9 and 10 students at Tana Haik General Secondary School in Bahir Dar, Ethiopia

Abstract This study investigates EFL students’ reading motivational orientation among grades 9 and 10 in Tana Haik General Secondary School in Bahir Dar, Ethiopia. To carry out this research, a causal comparative design was employed, with a total of 292 participating students. For data collection, the researcher used Motivations for Reading Questionnaire and interviews. Quantitative data were analyzed through mean, standard deviation, and independent sample t-test, while the qualitative data were analyzed using qualitative descriptions thematically. The findings of the study show that there were statistically significant differences between grades 9 and 10 students regarding intrinsic motivation in two dimensions: curiosity and importance, while they possessed similar intrinsic motivation in the involvement dimension. The study also demonstrates that both grade levels showed similar motivation in the grade and recognition dimensions, but they had different extrinsic motivation when it comes to the recognition dimension. The data reveal that there were not differences in reading motivation gender-wise. Thus, it can be concluded that grade 9 students are inclined towards intrinsic motivation, while grade 10 students possessed different extrinsic and social motivations in reading. Also, there were no gender differences between male and female students in intrinsic, extrinsic, and social reading motivational orientation in the two grade levels. Therefore, it is recommended that English language teachers in public schools should create a supportive classroom environment and take practical action to increase students’ motivational levels in learning English language.


PUBLIC INTEREST STATEMENT
Motivations for reading have been gaining increasing popularity in language teaching circles.More specifically, reading motivational orientations have a significant influence on EFL learners' success throughout their education path.Even though learners have divergent reading motivational orientations in their learning environment, their motivations for reading may change over time.Some learners are intrinsically motivated to read for enjoyment and remain interested in tasks, while others tend to possess extrinsic motivation to obtain external recognition or rewards.Obviously, negatively change or decrease in the motivational level of students may result in academic failure or other problems.In the Ethiopian context, a few studies were conducted on reading motivation; however, they have been found scant.Therefore, this study tried to investigate EFL reading motivational orientation of grades 9 and 10 students in Tana Haik General Secondary School in Bahir Dar, Ethiopia.

Introduction
Motivation plays an important role in improving learners' reading skills which are essential for learners' success throughout their education path.Motivation is also an influential factor to develop the reading abilities of English as Foreign Language (EFL) students (Su, 2012;Takaloo & Ahmadi, 2017;Ulfa & Bania, 2019).Similarly, Bernaus and Gardner (2008) and Wang (2008) showed that learners' motivation has a significant influence on second or foreign language acquisition and achievement.Motivation could be better understood through identifying the components influencing it in language learning processes.Accordingly, Guerrero (2015) contends that learners with high motivation learn language better than those who lack motivation.This is because learners with high learning motivation are found to have positive cognitive, social, and psychological development (Lau, 2009).
Students should not be simply characterized as motivated or unmotivated on a single dimension.Rather, there are varying orientations of motivation (such as intrinsic motivation and extrinsic motivation), and each of these orientations can be experienced to a different level or degree (Cahyono & Rahayu, 2020;Ryan & Deci, 2000).Intrinsic motivation reflects the highest degree of self-determination.Intrinsic motivation or mastery goals (focusing on learning the content) pertains to the behavior performed for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one's curiosity (Dornyei, 2001;García & Linda, 2018;Setiyadi et al., 2019).On the other hand, extrinsic motivation or performance goals (focusing on demonstrating ability and getting good grades) involves performing a behavior as a means to an end, that is, to receive some extrinsic reward (e.g.good grades) or to avoid punishment (Chyung et al., 2010).Serin (2018) also states that extrinsic motivation is a form of reinforcement which can improve students' performance while they strive for learning.Generally, human motives can be placed on a continuum between self-determined (intrinsic) and controlled (extrinsic) forms of motivation.In addition, social motivation is a kind of reading motivation in which individuals' motivations relate to each other (Wentzel, 2002).Research findings indicate that social motivation, as a social activity within a social context, directly affects students' social and academic performance (Wigfeld & Wentzel, 2007).
In the Ethiopian context, students have divergent reading motivational orientations in their own learning environment.In this regard, Harmer (2001) states that some learners have a clear goal inspired by a strong extrinsic motivation, while others have an internal motivation that fires them up.Still, others may have a weak motivation.Banti (2003) found that most students in Ethiopia possess extrinsic reading motivation, aiming to get marks or a passing mark in a particular subject/ course, since they have the goal to complete their studies and get a better job.Tekle and Nchindila (2017, p.3) also assert that "there are concerns that students tend to read for extrinsic benefits such as obtaining good results".They further highlight that students are likely to stop reading texts as they leave schools due to the termination of their study programs.More specifically, high school students (grades 9 and 10) have their own reading motivational orientations.However, the preliminary observation of the researcher has shown that students' motivational orientation appears to be unclear.Moreover, teachers in Tana Haik General Secondary School are heard severely complaining about their students' inability to involve in reading.Currently, students should also read online/digital text.Some students seem to focus more on their passing marks than acquainting themselves with reading.Others tend to have intrinsic motivation, but practically they are not.The reason for this is that students have not shown sufficient involvement in reading.These evidences suggest that students' reading motivational orientations in different grade levels and with gender are not clearly identified; therefore, this fact calls for research.Some researchers found a progressive and significant shift from intrinsic motivation to extrinsic motivation with an increase in age or grade level.For instance, Lepper et al. (2005) reported that extrinsic motivation with increasing age was slightly stronger for Chinese American than for Caucasian students.Conversely, when intrinsic and extrinsic motivations were measured separately, the findings were quite different.In this regard, Meece and Miller's (1999) study also demonstrated that students' grade-level declines in both mastery and performance goals when they moved to upper elementary grades.These findings suggest that, besides becoming more extrinsically motivated, students tend to be less motivated due to concerns about evaluation, social comparison, and competition when they move to upper grades.In addition, previous research has shown that females tend to have higher levels of motivation than males, and levels of motivation decline as students progress from freshman to senior year (Ryan & Deci, 2000).Lau (2009) also found that boys tended to have higher self-competence beliefs and are more oriented to performance goals, while girls were more oriented to mastery goals and had higher intrinsic motivation in learning.
In the Ethiopian context, as reported by Tekle and Nchindila (2017), non-public school students performed better than public school students in possessing components of both extrinsic and intrinsic goals for reading.Banti (2003) also conducted a study on students' orientations and motivation to learn EFL at Admas College.The result of the study indicates that students' motivation to learn EFL was determined by the orientations behind it.However, as far as the researcher's reading is concerned, studies on students' reading motivational orientation have been found scant in the Ethiopian context.Particularly, research has not been conducted on reading motivational orientation considering gender and grade level among secondary school students.Therefore, this study attempts to investigate EFL students' reading motivational orientation at Tana Haik General Secondary School in Bahir Dar, trying to determine whether motivational orientation is a common phenomenon in different grade levels.Specifically, the researcher has attempted to address the following research questions: • Are there statistically significant differences in EFL students' reading motivational orientation between different grade levels?
• What are the differences between male and female students' within the same grade level regarding reading motivational orientation?

Significance of the study
The result of this study is supposed to have some significance.Firstly, this study tends to raise students' awareness about their reading motivational orientation.Secondly, it can help instructional material authors to give due attention to the reading motivational orientation of students in the syllabus.Thirdly, the study could be useful in informing EFL teachers to try to provide students with necessary reading materials (short stories, newspapers and magazines) that encourage students to engage in reading for pleasure.Finally, this study will be a spring board for other researchers to carry out further studies on the matter.

Theoretical framework
Reading motivation has been gaining increasing popularity in language teaching circles as evidenced by the emphasis it has received in the English Language Teaching (ELT) literature.That is, reading motivation plays a crucial role in developing students' academic success (Sartain, 2017).
Conceptualizations and definitions of motivation are various; however, writers have commonalities on the issue (Mihandoost, 2012).As Dornyei (2001) puts it, motivational strategies are techniques that promote the individual's goal-related behavior, since human behavior is rather complex, and there are many diverse ways of promoting it.According to Guthrie and Wigfield (2000), motivation researchers are concerned with what progress people have.Motivation is also related to the initiation, direction, intensity, and persistence of behavior in which cognitive arousal (internal drive) pushing learners to do things to achieve goals.
It is axiomatic that students have different reading motivational orientations.Some students are motivated intrinsically while others are extrinsically motivated.As far as motivation is concerned, Self Determination Theory has played a significant role over the past 35 years.Two different purposes are labeled as intrinsic and extrinsic motivation under self-determination theory (Ryan & Deci, 2000).They further elucidate that intrinsic motivation refers to students' reading for its own sake which can also be described as reading for enjoyment, or reading as a favorite activity.On the other hand, extrinsic motivation refers to efforts directed toward obtaining external recognition, rewards, or incentives.Sartain (2017, p.6) states that "in the context of reading motivation, self-determined students read because the act of reading validates that particular student's individuality or helps determine his or her sense of self."The role of gender also differs in students' reading motivation when their grade levels increase.

Study setting
The study was conducted on Tana Haik Secondary School in Bahir Dar the capital city of Amhara region, where several public schools are found.Tana Haik was chosen as a research site, because it is the first and the oldest public general secondary school in Bahir Dar, and many students have been pursuing high school education in this school.

Research design
In order to explore students' reading motivational orientation, causal comparative or ex post facto design was employed in this study.According to Ellis O'Quinn (2011), causal comparative design is useful as the researcher needs to determine the reason for preexisting differences in groups of individuals.In this study, therefore, causal comparative design is useful to examine the reading motivational orientation of grades 9 and 10 students.Based on this, quantitative and qualitative techniques of data analysis were used to analyze the data obtained from the questionnaire and interview.

Population and sampling
As stated under the study setting section, the study was conducted on Tana Haik General Secondary School in Bahir Dar among grades 9 and 10 students, who all were taken as data sources.Grades 9 and 10 were chosen because, in the context of the target school, students at this level are supposed to have their own reading motivational orientation since they have new progress from elementary to high school environment.It is also possible to say that they are exceedingly expected to be engrossed in reading both in and out of school.
In order to select the sample population, two techniques of sampling, were employed in this study (i) systematic random sampling and (ii) purposive sampling.Firstly, out of the total population (974) of grades 9 and 10 students, a sample of 292 students (30%) was selected through a systematic random sampling technique to fill out the questionnaire.In this regard, Ajay and Micah (2014) state that the sample size is often increased by 30% to compensate for the noresponse cases.Secondly, from the students who filled out the questionnaire, a total of six students (3 students from grade 9) and (3 students from grade 10) were selected from the school purposively to participate in a face-to-face interview.The selected 6 grades 9 and 10 students were selected based on their achievements as lower, middle, and high achievers.

Data gathering instruments
In this study, two data gathering instruments were used: Motivations for Reading Questionnaire and Interviews.

Motivations for Reading Questionnaire (MRQ)
The questionnaire was first developed in English based by Wigfield and Guthrie (1997), but translated into Amharic version, so that the respondents could comprehend each item without difficulty and respond to it with ease.Maximum care was taken in the translation to maintain equivalence between the original and the translated versions.To this effect, a professional translator translated the questionnaire items, and the first draft of the translation was subjected to comments from colleagues and experts in Amharic teaching.The Amharic version of MRQ used in this study was simplified and modified, consisting of 54 items of the three scales, measuring students', intrinsic motivation, extrinsic motivation, and social motivation in Amharic reading.This MRQ consisted of 54-items 4-point (Very different from me, A little different from me, A little like me, and A not like me) Likert scale.The questionnaire was employed to identify students' reading motivational orientation.

Interview
An interview was conducted with grades 9 and 10 students.The purpose of using semi-structured interviews was to get deeper information from the target students on the important issue regarding students' grade levels and their reading motivational orientation.In addition, the interview items were designed in such a way that they could generate responses that would address the issues raised in the student questionnaire.Thus, in this study, 6 grades 9 and 10 students from the selected general secondary school participated in the face-to-face interview.The interview was conducted in Amharic (the students' first language) to get ample information.

Validity and reliability of instruments
According to Colton and Covert (2007, p. 65), "the greater the evidence that an instrument is producing valid results, the greater the likelihood that we will obtain the information we need."Therefore, the reliability and validity of the instruments of the study were checked.Cronbach's Alpha coefficient was employed to determine the reliability of the Motivations for Reading Questionnaire (MRQ), and the result was .84.On the other hand, the content and face validities of the adapted MRQ and interview were checked by professional judgments (colleagues and expertise).

Methods of data analysis
The study employed mixed methods of data analysis combining both quantitative and qualitative methods.The data obtained from the questionnaire were organized and displayed in tables to be analyzed using descriptive statistics (mean and standard deviations) and inferential statistics (independent sample t-test).Independent sample t-test was used to compare the significant differences between grades 9 and 10 students in reading motivational orientations and in gender-wise.On the other hand, in the analysis of the data obtained through interview, responses were first arranged based on their thematic categories.Then, the researcher analyzed the interview data thematically.Finally, the results were summarized, and conclusions were made to answer the research questions.

Ethical considerations
Since students have participated in this study, special care was taken to protect their rights.In the process of obtaining the intended data, participants might feel that they were obliged to participate.Thus, the ethical approval of the participants (students) was considered.Firstly, the consent of the principal of the school was obtained.Following this, students' willingness to participate in the study was obtained using consent form.Secondly, the dignity and welfare of the participants were taken into consideration to continue or withdraw from the study at any time.Thirdly, the results of the study could be available to the participants when requested.

Students' grade level and their reading motivational orientation in Tana Haik General Secondary School
To measure students' reading motivational orientation between different grade levels in Tana Haik General Secondary School, a reading motivational orientation questionnaire was administered.The results and interpretations are presented hereunder.
As Table 1 depicts, both descriptive statistics and independent sample t-test results of students' reading motivational orientation between different grade levels are presented.Descriptive statistics mean scores and standard deviations are found respectively as follows: curiosity of grade 9 (M = 2.7; SD = .496)and grade 10 (M = 2.8; SD = .468);involvement of grade 9 (M = 28; SD = .538)and grade 10 (M = 2.8; SD = .579);the importance of intrinsic motivation of grade 9 (M = 2.8; SD = .985)and grade 10 (M = 3.0; SD = .711);Grades of grade 9 (M = 3.0; SD = .538)and grade 10 (M = 2.9; SD = .718);recognition of grade 9 (M = 2.8; SD = .562)and grade 10 (M = 2.7; SD = .560);competition of grade 9 (M = 2.6; SD = .546)and grade 10 (M = 2.6; SD = .557),and social purpose of grade 9 (M = 2.6; SD = .634)and grade 10 (M = 2.5; SD = .615).This implies that the comparisons of the means of the two grade levels were different concerning the dimensions of curiosity, importance of intrinsic motivation and recognition.On the other hand, there were almost similar results regarding the grades 9 and 10 students' involvement, grades, competition and social purpose.Above all, the mean scores of the seven dimensions tested were above the expected mean value (2.5).Regarding intrinsic motivation, grade 10 students showed high mean scores than grade 9 students.This shows that when grade level increases, students show high rates of intrinsic motivation.Nevertheless, students' extrinsic and social motivation decrease as grade level increases.
An independent sample t-test, as indicated in Table 1, also shows that there were statistically significant differences between grade 9 and grade 10 students' curiosity, importance of intrinsic motivation and recognition dimensions, due to the p-values for curiosity (p=.004), importance of intrinsic motivation (p=.045), and recognition (p=.042).On the other hand, there was no statistically significant difference between grade 9 and grade 10 students concerning involvement, grades, competition, and social purpose dimensions given the p-values obtained for involvement (p=.969), grades (p=.372), competition (p=.983), and social purpose (p=.663).This implies that grade 9 and grade 10 students had different intrinsic motivations in the curiosity and importance of motivation dimensions in reading motivation, while they possessed similar intrinsic motivation in the involvement dimension.Concerning extrinsic motivation, both grade levels showed similar motivation in grade and competition dimensions, but they had different extrinsic motivations in the recognition dimension.The reason for this is that the recognition dimension significant level between the two grade levels indicates (p=.042).Correspondingly, grades 9 and 10 students had similar social motivations in reading.
In addition to the above quantitative results, the qualitative results indicate that virtually all respondents from grade 10 clearly assert that they were interested in reading.As for them, they read about their hobbies to learn more about it, and they enjoyed a long, involving story or fiction book.One of the participants further noted: "Reading is very important to me to be a good reader, and I enjoy reading books about people in different countries".This clearly shows that grade 10 students possessed the curiosity, acknowledgment of the importance of intrinsic motivation and recognition of reading.Unlike the above respondents, two participants from grade 9 stated that they were not interested in reading different books, or fictions which are out of the textbook.One of them responded: "I know reading is important for me, but I do not enjoy a long, involving story or fiction book".
Regarding the involvement, grades, competition and social purpose dimensions, participants from both grade levels assert that they had positive viewpoints on the above four dimensions.One participant, for example, stressed the following: "I read to get a good grade (mark)" because getting a good grade/mark is my priority."Another participant also highlighted that "he likes to read to his parents the book he is readings."This shows that the findings from the interview (qualitative data) support the quantitative result.

Male and female students' reading motivational orientation within the same grade level in Tana Haik General Secondary School
To measure male and female students' reading motivational orientation within the same grade level in Tana Haik General Secondary School, a reading motivational orientation questionnaire was administered.The results and interpretations are presented hereunder.
In the same table, an independent sample t-test also indicates that there were no statistically significant differences between grade 9 male and female students on reading motivational orientation.Thus, a significant level of curiosity (p=.531), involvement (p=.834), importance of intrinsic motivation (p=.890), grades (p=.126), recognition (p=.523), competition (p=.420) and social purpose (p=.596) were found.This implies that grade 9 male and female students possessed similar intrinsic, extrinsic, and social reading motivation.
The results of the interview reveal that both grade 9 male and female students had almost similar viewpoints about the tested seven dimensions.Participants clearly said that, although reading was important for them to broaden their knowledge, they did not give due attention to reading for pleasure.Rather, they focused on getting good marks to attain their goals.In line with this, one respondent underscored that "he is engrossed in reading merely for achieving the intended goals because his parents expected him to get a good grade and be at the top among his colleagues".Virtually, all respondents elucidated that they talked to their friends about what they read.In addition, respondents explained that they were in a position to help their friends with their schoolwork when it comes to reading.Based on this, the findings of the interviews were analogous to the questionnaire results.
Table 3 illustrates the descriptive statistics and independent sample t-test results of grade 10 male and female students' reading motivational orientation.Concerning the descriptive statistics, mean scores and standard deviations are found as follows: curiosity of males (M = 2.8; SD = .47912)and females (M = 2.8; SD = .46353);involvement of males (M = 2.8; SD = .59852)and females (M = 2.8; SD = .56546);importance of male (M = 3.1; SD = .74241)and female (M = 30; SD = .68477)intrinsic motivation; grades of males (M = 3.0; SD = .71626)and females (M = 2.8; SD = .70652);recognition of males (M = 2.7; SD = .51263)and females (M = 2.7; SD = .61284);competition of males (M = 2.7; SD = .56253)and females (M = 2.6; SD = .55634);and social purpose of males (M = 2.6; SD = .61952)and females (M = 2.5; SD = .61967).This indicates that the comparison of means of grade 10 male and female students were almost similar regarding reading motivational orientation, except in the case of the grade dimension, because the mean scores of the seven dimensions were above the expected mean value (2.5).
In the above Table, an independent sample t-test also depicts that there were no statistically significant differences between grade 10 male and female students concerning reading motivational orientation.Therefore, the significant level of curiosity (p=.799), involvement (p=.747), importance of intrinsic motivation (p=.762), grades (p=.088), recognition (p=.923), competition (p=.355) and social purpose (p=.860) have no statistically significant difference between grade 10 male and female students in reading motivational orientation.This implies that grade 10 male and female students possessed almost similar intrinsic, extrinsic, and social reading motivation.
When triangulating the data obtained through the interviews' responses, respondents' assertions were analogous.Students were highly interested in reading to get good results.One grade 10 male student said that "I strive to achieve all the goals.To do this, I spend a day in, a day out reading textbooks and assignments".As to him, his achievement was determined by his final grade, not by his devotion to reading different books, materials and so on.Following his class ranking on achievement (1 st , 2 nd , 3 rd . ..)), his friends and parents give him compliments for his reading.From the aforementioned students' responses, it could be understood that reading for pleasure or enjoying a long, involving story or fiction book could not be enough for them.Instead, they believed that their getting good grades could show their talent.

Discussions of results
The main purpose of this study was to investigate EFL students' grade level and their reading motivational orientation among grades 9 and 10 students in Tana Haik General Secondary School.To this end, the findings and data analyses of the study intended to address the following two main research questions.
The first research question of this study attempted to answer the following question: "are there statistically significant differences in students' reading motivational orientation between different grade levels?"To answer this question, an independent sample t-test was calculated.The results show that there were statistically significant differences between grades 9 and 10 students' with regard to curiosity, importance of intrinsic motivation and recognition dimensions, given that the results found p-values for curiosity (p=.004), importance of intrinsic motivation (p=.045), and recognition (p=.042).In contrast, there was no statistically significant difference between grade 9 and grade 10 students' concerning involvement, grades, competition, and social purpose dimensions, since p-values for involvement (p=.969), grades (p=.372), competition (p=.983), and social purpose (p=.663) were obtained.Thus, it can be understood that while grades 9 and 10 students showed different intrinsic motivations, i.e. curiosity and importance of intrinsic motivation dimensions in reading motivation, they had similar intrinsic motivation in the involvement dimension.With regard to extrinsic motivation, both grade levels showed similar motivation in the grade and the recognition dimensions, but they had different extrinsic motivation in the recognition dimension.Similarly, grades 9 and 10 students had almost similar social motivation in reading.
Pertaining to intrinsic motivation across grade levels, students' intrinsic motivation increases when their grade level increases.On the other hand, students' extrinsic and social motivation decrease as grade level increases.This can be the result of systematic attention given to set goals, interests and curiosities.
The findings of this study are consistent with a study conducted by Lau (2009) that reveals a statistically significant difference was found in all reading motivational dimensions by grade level among Chinese students.Even though motivational orientation varies in different grade levels, the findings of the current study demonstrated that, when students' grade level increases, students' intrinsic motivation increases.The finding was also supported by Tekle and Nchindila (2017) indicates that there were statistically significant differences between public and non-public school students' reading motivational orientation regarding involvement, recognition, and social purpose dimensions.Similarly, the result of Banti's (2003) study shows that students' intrinsic motivation of learning the language emerged more important than extrinsic motivation.Consistent with the current study, a study conducted by Lau (2009) indicates that students experienced a decrease in extrinsic motivation.The main reason for students' extrinsic motivational decline is that students in senior grades appeared to disvalue every reason for reading.Some researchers stated that students' reading motivational decline is due to the developmental changes in adolescents, and students are increasingly exposed to activities that may be seen as more attractive than reading (Lau, 2009).
Apart from this research finding, there is a study that contradicts the findings of the current study, namely the research conducted Lepper et al. (2005) found that students' intrinsic motivation showed a significant linear decrease from 3 rd grade through 8 th grade.The finding of the study conducted by Gottfried et al. (2001) also stated that decrease on intrinsic motivation measures assessing 9 year old through 17 year old students' linking reading.Correspondingly, even though intrinsic motivation is a crucial source for motivating Chinese students, findings indicated that students' intrinsic motivation in reading gradually decreases when they move to upper grades (Lau, 2009).Consistent with the decline rates of the students of this study, Meece and Miller (1999) found that significant mastery orientation declines with age than performance in both task-mastery and performance goals.Their research suggests that students' intrinsic motivation declines when students are highly concerned about evaluation, social comparison, and competition.
The second research question sought to answer: "what are the differences between male and female students' within the same grade level in reading motivational orientation?"The results reveal that there were no statistically significant differences between grades 9 and 10 male and female students' reading motivational orientation.Based on this, it is possible to say that both grades 9 and 10 male and female students possessed almost similar intrinsic, extrinsic, and social reading motivation.Although statistically significant differences were not found between male and female students in both grade levels, the mean scores exhibit that male students showed more inclination towards intrinsic, extrinsic and social motivation than female students, because the results show that virtually all grades 9 and 10 male students had higher mean scores (intrinsic, extrinsic and social motivational dimensions) than female ones except for one dimension: importance of intrinsic motivation (in the case of grade 9 students).
Looking into different scholars' research findings, the result of the current study goes in line with studies conducted by Syam et al. (2016) and Huang (2018).The findings of Syam, Abdullah and Badrasawi show that there were no significant differences in scores of learning motivational orientations and learning strategies for gender.Huang's (2018) research finding also indicates that boys tend to be more interested than girls in their reading motivation towards science fiction and contemporary fiction.Consistent with the current study, Wigfield and Guthrie (1997) found that there was gender difference on reading motivational orientation since boys had higher mean scores than girls did when it comes to competition.Apart from the above research findings, there are studies that contradicted the current study.For instance, a study conducted by Lau (2009) shows that significant grade differences were found in all reading motivational components by gender.The study in different grade level indicates that the social motivations of girls were higher in primary grades and then in senior grades.Similarly, Cho and Teo (2014) and Baker and Wigfield (1999) found that there were statistically significant gender differences for all intrinsic and extrinsic reading motivational dimensions except for the competition dimension.The other studies which were carried out by Teng and Zhang (2021) and Yashima et al. (2009) found that female students had higher levels of motivation for EFL reading compared to male students and significantly achieved higher average score for motivation than the male students, respectively.In addition, the findings of Guay et al. (2010) study reveal that there was gender difference on reading motivational orientation since girls had higher intrinsic motivation for reading and writing than boys did.

Conclusions
The results of this research show that grades 9 and 10 students had different intrinsic motivations regarding the dimensions of curiosity and importance of intrinsic motivation in reading, while they possessed similar intrinsic motivation in the involvement dimension.Concerning extrinsic motivation, both grade levels showed almost similar motivation in the grade and the recognition dimensions, but they had different extrinsic motivation in the recognition.It can, thus, be concluded that grade 9 students inclined more towards intrinsic motivation, while grade 10 students possessed different extrinsic and social motivations in reading.The findings of this study also indicated that when students' grade level increases, their intrinsic motivation increases.On the other hand, students' extrinsic and social motivation decrease as grade level increases.About students' reading motivational orientation within the same grade level, grades 9 and 10 male and female students had almost similar intrinsic, extrinsic, and social motivation.Based on this, it can be concluded that there were no gender differences between male and female students in intrinsic, extrinsic, and social reading motivational orientation in the two grade levels.Generally, reading motivational orientations play a crucial role in improving students' academic endeavor regardless of gender and grade level globally.In doing so, the study provides valuable direction for educators and researchers to get more insight into the matter aiming at examining students' reading motivational orientations.

Recommendations
Based on the conclusions of this study, the researcher recommends that: • English language teachers in public schools should make efforts to enhance grade 9 students to possess intrinsic motivational orientation to be more successful rather than being highly extrinsically motivated.They should also motivate and orient grade 10 students to have extrinsic and social reading motivational orientations to improve their competition and social purpose.
• Since reading motivation is crucial for students' academic achievement globally, reading motivation research and instruction should be conducted to address reading motivational orientation.For instance, comprehensive investigations must be made into the factors (e.g.teachers', peers' and parents' influences, and reading materials) that enhance students to use their reading motivational orientation in learning English.

Limitation of the study
This study is believed to have certain limitations that might affect the generalizability of its findings.Primarily, the study was delimited to only a single public general secondary school makes it limited in its scope.Since the study investigated students' reading motivational orientations, it did not assess the relationship between the three dimensions (intrinsic, extrinsic and social motivations) and students' academic achievement.The other limitation of the study might be the instruments (questionnaire and interview) used to gather data from the participants.To get more information about students' reading motivational orientations, additional data gathering instruments that require students' day-to-day reading engagement might be important.