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This study is to examine whether the implementation of motivational strategies in an intensive reading class has a positive effect, whether it helps activate their enthusiasm for and ease their anxiety of participation in language class activities, and whether it is helpful to their improvement of English proficiency. The research questions to be addressed in the study are: 1. what’s the motivation of my students in English reading? 1) Do my students have stronger/weaker integrative motivation than instrumental motivation? 2) How do the integrative and instrumental motivation relate to the students’ reading ability? 2. Can students be motivated to read, by applying motivational strategies in EFL setting? If yes, in what way can I make it as effective as possible? 1) what makes a task more interesting? 2) What causes a student to be more engaged by one project than another? 3) How can teachers design work that will keep students' attention at the same time it draws them more deeply into the process of learning? The whole process of the research was divided into4 cycles of planning, implementing and reflecting on progress. Classroom observation, teacher’s diary, questionnaire and informal interview were used as instruments to collect data for reflection throughout the research. The final results show that, motivational strategies do have some positive effects on improving the present passive situation in my English classroom. However, there are some problems arising from the action research.

An Action Research Report on Promoting Learners’ Motivation in College English Intensive Reading Course in China