Exploring Secondary School Students’ Perceptions on their Motivation Towards English Language Reading in Public Sector Schools in Gilgit-Baltistan, Pakistan

Abstract

This study explores secondary school students’ perceptions of their motivation to read English in public sector schools in Gilgit-Baltistan, Pakistan. Drawing upon Self-Determination Theory and contemporary reading motivation frameworks, motivation is conceptualized as a multidimensional construct influenced by home environments, school contexts, and individual attitudes. A quantitative cross-sectional survey design was employed. Data were collected from secondary school students using a validated questionnaire and analysed via descriptive statistics and the Mann–Whitney U test. The findings reveal that instrumental beliefs regarding future educational and career opportunities significantly shape English reading motivation. Key school-based motivators include clear teacher explanations and systematic reading tasks. Overall, students displayed positive attitudes toward reading as a mechanism to enhance language proficiency, showing higher engagement with visually appealing materials. Gender differences were statistically significant in attitudinal dimensions, with female students displaying higher overall motivational orientations. This study offers unique context-specific insights into an under-researched region, highlighting the critical role of interactive classroom practices, diverse reading materials, and gender-sensitive pedagogical strategies in fostering secondary school literacy within public education.