Reading Experiences of Nonnative‐English‐Speaking Preservice English Teachers: A Turkish Case

Abstract

In an EFL context, where language learners and users lack sufficient opportunities to receive oral input, reading in English plays a major role in improving nonnative preservice English teachers’ language proficiency and allowing them to access information recorded exclusively in English. The current study investigates prospective nonnative English teachers’ reading experiences in the Turkish EFL context by describing their reading activities, both in their native and target languages through print and on‐screen modes, inside and outside the classroom. These nonnative preservice English teachers reported reading less than four hours a day either for courses or pleasure. Second, they indicated that they read various materials both in Turkish and in English. However, this was mostly in Turkish, although English was their major. Lastly, almost all reported having an access to the Internet and the majority to a personal computer; however, they reported a preference for printed to on‐screen materials for physical, cognitive, and affective reasons.