English Reading Habits Research Articles

A Survey Of Reading Habits Of Pre-Service English Teachers In The School Of Teacher Training And Education

This study explores the reading habits of pre-service English teachers enrolled in a School of Teacher Training and Education. Utilizing a mixed-methods approach, the research aims to identify the frequency, preferences, and motivations behind the reading activities of these future educators. Data was collected through questionnaires distributed to 54 respondents and semi-structured interviews, providing both quantitative and qualitative insights. The findings indicate The questionnaires were distributed to 54 pre-service English teachers. The statistical analysis of the data indicates that even if the majority of students have read English since they were young, they may not necessarily have good reading habits in English, specifically. It appears that just a tiny portion of them have consistent reading habits in English based on their eagerness to regularly spend time reading various types of English texts. The study also shows that most of students prefer reading fiction texts instead of academic texts which reveals the imbalanced approach toward their reading habits. Factors influencing these habits include academic demands, personal interests, and the increasing accessibility of digital content. The study underscores the importance of fostering robust reading habits among pre-service teachers to enhance their professional development and effectiveness in the classroom. The implications of these findings suggest the need for targeted interventions and support mechanisms within teacher training programs to promote a balanced and enriching reading culture.

Unravelling the relationship between English reading habits and individual, family and school factors: A Chinese perspective

AbstractIn English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign‐language‐learning contexts.

Students’ Perception of LINE Webtoon Application and Its Impact on Their English Reading Habits and Skills

Reading is one of the basic English language skills that has not been mastered by all students. On the other hand, reading media determines the frequency of reading habits and the improvement of reading skills. LINE Webtoon application, one of the digital literacy platforms, allows for comfortable and enjoyable reading on computers, tablets, and mobile devices. However, unfortunately, the LINE Webtoon application as a reading medium has not been widely used in the process of teaching and learning English reading. This study investigated students’ perceptions of using LINE Webtoon and how it influenced their English reading habits and skills. Six students from the English Language Education Department at a private university in Yogyakarta were involved. The qualitative design was applied with interviews for the data collection process. The interview results described students’ reading experience using LINE Webtoon. The findings revealed students’ interest in reading content in the app due to the attractive illustrations, the use of easy-to-understand and simple language, and the correlation of story with everyday life. The interview results also presented changes in students’ reading habits as things go about reading stories on LINE Webtoon: increasing their reading routines, reading duration, vocabulary collection, and grammar knowledge. Reading English stories through the LINE Webtoon app has positive effects on enhancing students’ reading habits and reading skills. This research implies that the development of English reading curriculum should involve various innovative and effective digital literacy platforms for the enhancement of English reading habit and skills.

LEARNERS’ ATTITUDE, MOTIVATION, AND HABIT TOWARD READING IN SECOND LANGUAGE

The key in language learning and acquisition is exposure towards said language. The most feasible exposure for English learners in the EFL setting is reading due to practicality, continuity, and suitable sources. Their reading success depends on their attitude, motivation, and habit. This research sought to determine the state of learners’ attitude, motivation, and habit toward reading in English. This qualitative exploratory research was initiated in 2020, taking place at the State Islamic University of Raden Intan Lampung (UIN RIL) and the Indonesian State Maritime Polytechnic (Polimarin). The research population included learners registered in those two universities, with 88 (51.8%) from UIN RIL and 82 (48.2%) from Polimarin selected through quota sampling. A 20 items-questionnaire, complemented by some interview sessions, were used to collect the research data. The collected data were then processed through a model consisting of four stages; data collection, data reduction, data display, and conclusion drawing. The results revealed that the learners showed a generally favourable attitude toward reading in English. This stemmed from good responses shown from all factors of English reading attitude. It should be noted that the previous reading experience factor was the most unfavourable one due to poor start of reading activity. Meanwhile, the learners showed mixed responses regarding their motivation toward reading in English. Two factors, access to materials and English proficiency, were the ones that need further attention, as most learners still lacked in that regard. Ultimately, the learners’ reading habits were still deficient in their native language and even more so in their English reading habits. Keywords: Attitude, Habit, Motivation, Reading, Second Language.

The Effects of Reading Habits on Test Performance by Foundation-level Omani Students

The purpose of the current study was to investigate the effects of reading habits among college-level foundation Omani students and their impact on the participants’ performance in tests. The study used a qualitative and quantitative research method in which 70 participants from the foundation level were included. A survey questionnaire was used to collect qualitative data, while two college-based reading tests were used to collect quantitative data from the college-based tests. The main research question this study attempted to answer was whether foundation-level students have positive reading habits and attitudes towards books. At the end of the study, the data were analyzed quantitatively, using descriptive and inferential statistics to ascertain whether there was a correlation between positive reading habits in English and the participants’ performance in an examination setting. The results indicated that positive reading habits correlated positively with the participants’ test scores on two consecutive tests. Given the positive effects that emerged from the current study, the researchers would like to recommend that English reading teachers guide and encourage their learners to engage in reading as much as possible, as such habits will help them improve all aspects of literacy and succeed in achieving their educational and life goals with ease.

Correlation of English students’ reading habits and their writing ability

While writing is critical in education, it is a difficult skill to master. Reading is one of the many factors that affect writing. Numerous studies have established a link between reading and writing. With that assumption, this study will examine the relationship between English reading habits and writing ability among students enrolled in the Advanced Writing Course at the English Language Education Study Program of Lambung Mangkurat University. This study adopted a quantitative approach and a correlational design, with students from batch 2018 as the research population. Using a simple random sampling technique, 50 students were randomly selected to serve as samples. A questionnaire was used to ascertain the students' reading habits, whereas a test was used to ascertain their writing abilities. Pearson Product-Moment Coefficient Correlation was then used to determine the correlation between the variables. The result showed that the correlation coefficient was 0.211 and the significance value was 0.141, indicating that H0 is acceptable because of the sig. value was ? 0.05. Therefore, there is a weak and negative correlation between students' reading habits and their writing ability. This occurred because many students with strong reading habits also have weak writing abilities, implying that the correlation between the two variables is weak. It is suggested that students develop a reading habit by beginning with small steps such as selecting a short, easy-to-read book, setting small goals, making reading enjoyable, making reading friends, and remaining consistent.

The Students' Reading Habit of English Education Study Program at STKIP PGRI Lubuklinggau

This research aimed to identified English reading habits of the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau. This research employed in descriptive qualitative research design. The participants were from class B at the sixth semester students of English Education Study Program. The subject was 16 students. The data collected by using questionnaire adapted from a survey of EFL students in Indonesia from Iftanti (2012) and study from Samaranayake (2016) as the instrument to identify about English reading habits at the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau. Based on the result of data analysis, the researcher found out the data: 1) 3 motivation English reading habits such as: improved reading skill, to know the knowledge and to improve their vocabularies. 2) Students’ belief, reading English can improve English ability in their activity and 3) Students’ purpose in reading English is for their study. In conlusion, the sixth semester students of English Education Study Program Class B at STKIP PGRI Lubuklinggau have good English reading habits. Students good habits are: they are eager to read English, they spend most of their time reading English texts,and they have strong interest to read English regularly.
 
 Key word: Higher Education Students’, Reading, Reading Habit

The English Reading Habits of English Language Education Undergraduate Students at English Department

Abstract: Good reading habits help comprehension and logic because they can empower to absorb material analytically, critically, and reflectively. However, the technique for encouraging an interest in reading, particularly in schools and universities, has not obtained the best outcomes. In this case, family, community, and educational institutions simultaneously play a significant role in promoting English Foreign Language students' enthusiasm for reading. Therefore, the aim of this study is to determine how ELE undergraduate students reading habits in English Department, Universitas Negeri Malang. This type of research used descriptive qualitative. The data collection technique used was a questionnaire form and distributed via Google form. The questionnaire discussed students' attitudes towards reading, purpose of reading, reading frequency, and reading preferences. The results showed that most of the ELE undergraduate students have high reading habit. However, students’ reading habits still need to be improved. It is shown that the students like reading as an indispensable part of their lives because of the reading treatment they get from an early stage of age. It makes them have a positive attitude towards reading, they also have a purpose for reading, and increase their reading preferences. Furthermore, they also need to increase their frequency of reading practice and the number of books read. Keywords: reading habits, English Language Education (ELE), English Department Abstrak: Kebiasaan membaca yang baik dapat membantu pemahaman dan logika karena dapat memudahkan untuk menerima materi secara analitis, kritis, dan reflektif. Namun, teknik yang digunakan untuk mendorong minat membaca, khususnya di sekolah dan universitas, masih belum mendapatkan hasil yang terbaik. Dalam hal ini, keluarga, masyarakat, dan lembaga pendidikan secara bersamaan memiliki peran penting dalam mendorong minat membaca Bahasa Inggris siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui bagaimana kebiasaan membaca mahasiswa Jurusan Bahasa Inggris Universitas Negeri Malang. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah kuesioner dan disebarluaskan melalui google form. Kuesioner tersebut membahas sikap siswa terhadap membaca, tujuan membaca, frekuensi membaca, dan preferensi membaca. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa juusan pendidikan Bahasa Inggris memiliki kebiasaan membaca yang tinggi. Namun, kebiasaan membaca siswa masih perlu ditingkatkan lagi. Terlihat bahwa siswa menyukai membaca, karena sebagai bagian yang tak terpisahkan dari kehidupan karena mereka telah dilatih membaca sejak usia dini. Oleh karena itu, mereka memiliki sikap positif terhadap membaca, mereka juga memiliki tujuan untuk membaca, dan meningkatkan preferensi membaca mereka. Selain itu, mereka juga perlu meningkatkan frekuensi latihan membaca dan jumlah buku yang dibaca. Kata kunci: kebiasaan membaca, Pendidikan Bahasa Inggris, Jurusan Sastra Inggris

Exploring EFL Students’ English Reading Habits: Reading beyond Classroom Practice

Some previous studies have proven that having good reading habits is important for students. Regarding the importance of having good reading habits, it is essential that students who learn English as Foreign Language (EFL) to develop good English reading habits. If EFL students have good English reading habits, it will be much easier for them to receive language inputs and produce some language outputs after reading. The study is intended to investigate whether EFL students have good English reading habits as the fact that it is important for EFL students to develop good English reading habits. It covers the students’ general attitudes toward reading, the students’ amount of practice for reading English books, types of English materials the students read, topics of English texts the students read, number of English books the students read, the students’ purposes in reading English materials, and the students’ beliefs of English reading habits. This study uses descriptive research survey involving 154 EFL students of a state university in Malang, East Java, Indonesia. The results show that EFL students have developed good English reading habits, but they still need improvement in the frequency of reading practice and the number of books read. Besides, they have positive attitudes toward reading, various kinds of English reading texts and topics to read, various reading purposes, and positive beliefs toward English reading habits. However, it is found that some respondents have difficulties to give fast responses in answering the questions through the questionnaire platform used. Therefore, some suggestions are also given as the recommendations for future researchers related to this field of study.

THE CORRELATION BETWEEN STUDENTS HABIT IN READING ENGLISH AND VOCABULARY ACHIEVEMENT IN SMA UNISMUH MAKASSAR

This study aims to determine the correlation between students' reading habits in English and vocabulary achievement at the second grade (IPA) of SMA Unismuh Makassar. In this study, using the correlation description method, which consists of two instruments in collecting data, namely questionnaires and tests. This research was conducted in a class at SMA Unismuh Makassar where the sample chosen by the researcher was class two science consisting of 27 students in one class. The results in this study indicate that variable X to variable Y has a correlation with the degree of the correlation, namely a weak correlation in the form of a negative correlation. The negative correlation is the higher the variable X, the lower the Y variable and vice versa. The data analysis calculation of r is the lower r-table (-0.287 <0.3809). This means that there is no significant correlation between students' reading habits in English and vocabulary achievement. In other words, hypothesis H0 is accepted and hypothesis H1 is rejected.

English Reading Habit of Students With Different L1 Reading Habit, L2 Reading Proficiency, and Reading Attitude

Second language reading is affected by reading habit of first language, the reading proficiency, the strategies of reading, and reading attitude (Sundari, 2013). The questions lies in this study are (1) how does English reading habit of students with different L1 reading habit, L2 reading proficiency, and reading attitude? (2) And what is the factor mostly affected the English reading habit? This is a qualitative-quantitative research, this is a qualitative research for its purpose to describe the English habit, and this study is also a quantitative research for its purpose to find the most factors affected the English reading habit by applying the formula of correlation to see the highest coefficient correlation. The instruments of this study are two questionnaires of (1) reading attitude by M.N. Gomleksiz (2004) and (2) L2 reading habit by Ro Eunseok and Alice (2014) which are administered to 23 students. The result of this study are: (1) English reading habits of the subjects found out various and different due to the combination of the three factors collaborated, from 23 students there are 11 of them are in low English reading habit, 8 of them are in moderate English reading habit, and 4 of them are in high English reading habit. (2) Though, L1 reading habit is mostly low but L2 reading proficiency is the factor mostly affected English reading habit since its coefficient correlation is the highest 0,76.

Transferring L1 reading attitudes to EFL reading habits

The aim of the current study is to find out the possibility of transfer of affective domains of reading specifically reading habits and attitudes from L1 to EFL and the role of learners’ proficiency level on these reading habits and attitudes. The study was designed as a descriptive research. The participants were 273 university-level students who enrolled in English classes in a state university in Turkey. 136 of them were at beginner level (A1) and 137 of them were at elementary (A2) level according to the proficiency level based on CEFR. Attitudes Towards Reading Habits Scale, English Reading Habits Scale and reading parts of English Comprehension Level Test were used to collect data. The results of the study have revealed that there is not any significant and meaningful relation between beginner (A1) level learners’ L1 reading attitudes and EFL reading habits (r=.016 and p >.01). However, the relation between elementary (A2) level learners’ L1 reading attitudes and EFL reading habits is positive and significant (r=.208 and p <.01). L1 reading attitudes can predict the 10% of the EFL reading habits in a positive and significant manner (R= .306, R ² = .10, F = 2,233, p <.05). In terms of learners’ reading proficiency level, the results of the study have showed that for elementary (A2) level learners, the relation between EFL reading habits and their reading proficiency is positive and significant (r=395 and p <.01). Their reading proficiency level can predict the 15% of the EFL reading habits in a positive and significant manner (R= .395, R²= .15, F = 24.921, p<.01).

Improving EFL Reading Habits in Adolescent Students from Public High Schools in Ecuador

This study was aimed at determining students’ reading habits in English as a Foreign Language through the implementation of reading corners and workshops, and how teachers and parents motivate students to enhance reading habits. The participants were 63 English teachers, 374 parents, and 1300 students who belonged to eighth, ninth, and tenth years of high schools in the coast, sierra, and Amazon regions of Ecuador. A mixed-method approach with qualitative and quantitative methods was used to collect and analyze data for six months. The instruments applied were students, teachers, and parents’ questionnaires, observation sheets, and teachers’ and authorities’ interviews. The results of this research showed that students’ EFL reading habits were very weak before the intervention. Most of the teachers and some parents motivated students to improve their EFL reading skills through different techniques, strategies, activities, and educational resources; however, the implementation of workshops and reading corners contributed to enhancing this skill. https://doi.org/10.26803/ijlter.18.10.12

Promoting EFL Speaking Practice through Digital Reading

This purposive homogeneous study explores the relationship between reading and speaking in the EFL context and attempts to integrate the two language skills in a manner that encourages learners to practice and develop their receptive and productive capacities with greater enthusiasm. To this end, tertiary-level learners from two universities in Thailand representing six English-prominent fields of study were presented with a questionnaire, participated in structured interviews, and took part in five in-class online reading and speaking lessons designed and evaluated by this author. The study questions focused on the English reading habits of service industry and communication majors for whom English proficiency figures prominently in employment pursuits. The goal was to discover reading patterns and sources and forge links that would combine reading and speaking classroom activities. The two language skills are connected but rarely considered an alliance and thus are paired less frequently than most other language skill combinations. The results of this descriptive-correlational study found the majority of participants derived their English readings from online sources. Oral narratives read from online information sources proved to be an efficient blend of receptive reading and productive speaking performances that found favor with participants as task models.

EFL Students’ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English

People agree that reading is essential skill to get any knowledge in order to get the success of life either academically or socially. Reading needs to be embedded and nurtured because it is not a born skill. Still, the fact shows that EFL students in Indonesian context have not established good habits in reading English, as also experienced by EFL students in IAIN Tulungagung who are also categorized as reluctant readers due to their lack of vocabulary knowledge and number. Many studies on Extensive Reading (ER) indicate its positive impact on nurturing good habits of EFL reading in English. Accordingly implementing Extensive Reading Program to help them build love of reading is necessary. This article is then intended to dig up their responses on the implementation of ER program to the establishment of their love of reading. This research objective was achieved by distributing Reading Log during implementing Guided Extensive Reading Program (GERPro), distributing Questionnaire, and conducting interview to those involved in this ER program. The result of this research reveals that the EFL students joining this ER program claim that for those who do not establish good habits in reading English, ER proved to be able to embed their awareness of love of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English gets increased. In addition, this GERPro contributes to the establishment of EFL students’ love of online reading. In short, this research result can be pedagogically implemented by EFL teachers who would like to help their students nurturing good reading habits in English. However, for those who are moody, this GERPro does not work well. Consequently, the next researcher needs to conduct a research on how to work with moody EFL students so that their reading habits can be well established.

A Study of Students’ Reading Habits In MTS Al-Hidayah Tapung Hilir Sub-Disrict Kampar Regency of Riau

This study focus on investigated the English reading habits of students’ MTS Alhidayah Tapung Hilir Sub-District Kampar Regency of Riau 2016. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 50 students. Based on the statistical analysis of the data, it is concluded little students like reading English that consists of 15 respondents (30%). The other side, the most common of students’ activity were doing in free time watching TV that consists of 25 respondents’ (50%). Then, reading habit is not became our culture in young generation which this indicator the most common of student’s seldom reading English book that consists of 30 respondents’ (60%). In addition, the most common of students’ activity were read for doing assignments that consists of 25 respondents’ (50%). The last factor about students’ underestimates, the most common have same data of students’ underestimate were English is not guaranteed support my carrier in future that consists of 15 respondents’ (30%) and the students’ underestimate were English is not priority because it doesn’t use for daily communication that consists of 15 respondents’ (30%). So, it needs the culture of reading habit especially in English by promoting English club. The teacher and the parent collaboration to supporting awareness of reading habit become a duty.

‘I study long, long time in my language, so I never forget it’: reading and first language maintenance

This article will examine first-language (L1) maintenance among adult learners attending English classes at a tertiary institution in New Zealand. The sample consisted of refugee background students enrolled in a Training Opportunities Program aimed at developing literacy and numeracy skills as well as preparation for civic involvement. The data emanated from a qualitative study which not only yielded information on students’ reading habits in English but also in other languages, including their L1. Findings from the current study address L1 fluency in L2 settings, particularly as related to the availability of L1 reading material, home environment, and digital media.

Self-Reported Reading as a Predictor of Vocabulary Knowledge

25 engineering students in India, who were highly motivated to improve their English, filled out a questionnaire about their reading habits in English and took a demanding vocabulary test based on words taken from preparation books for the Graduate Records Examination. The correlation between reading habits and vocabulary was substantial (r = .78).

A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA

This article investigated the English reading habits of Indonesian students of EFL. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 546 EFL college students in East Java. Based on the statistical analysis of the data, it is concluded that although the students have read English since elementary school, they do not indicate to have good English reading habits. Only few of them are identified to have good English reading habits as suggested by their eagerness to regularly spend time reading various types of English texts and their high motivation to read English for pleasure. The EFL students read English for some purposes, i.e. for school assignments, for pleasure, and for knowledge and English skills improvement. Their positive belief about reading does not motivate them to read English for pleasure; rather, it is school assignments that appear to be their biggest motivation.

Comprehension of a colon cancer pamphlet among American adults at least 50 years of age

Objective: The purpose of this study was to identify determinants of comprehension of an educational pamphlet on colon cancer, by adults at least 50 years of age living in the United States. Design: Data were analysed from the 2003 National Assessment of Adult Literacy survey.The survey was designed to assess functional English literacy, which included reading a colon cancer pamphlet, among American adults. Setting: The survey was carried out at interviewees’ homes. Method: Data from 1231 adults who were 50 years of age or older were selected for the current study (mean age = 63.22 years). Results: Multiple regression analysis revealed that comprehension difficulties increased with age ( β = —0.13, p &lt; 0.001). Non-Black minority adults had poorer comprehension than Whites ( β = —0.10, p &lt; 0.001). Adults with a high school or further education had better comprehension than those with lower-level education ( β = 0.22, p &lt; 0.001). Comprehension was higher among adults who often received health information by talking to their health providers ( β = —0.12, p &lt; 0.001), and for adults who had high levels of verbal-reading fluency ( β = 0.24, p &lt; 0.001). In addition, increased English reading habits alone only marginally contributed to comprehension of the pamphlet ( β = —0.06, p = 0.06). Conclusion: Understanding the pamphlet was related to age, ethnic background, education, reading fluency and experiences in communication with health providers. Increasing communication between health providers and patients or tailoring the written materials to improve adults’ knowledge of colon cancer is recommended.