The Influence Of Jordanian Efl Undergraduates' Online Reading Habits On Their Academic Achievement
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Date
2016-04
Authors
Saleh Shunnag, Ahmed Subhi
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study is descriptive and exploratory in nature. The aim of this study was
to investigate the influence of online reading habits on Jordanian EFL
undergraduates' academic achievement. Besides, this study aimed at exploring
students' online reading purposes and their language preference while reading online.
It also attempted to find out whether their reading habits differ when reading online
from those of printed text. This study employed a mixed-method (quantitative and
qualitative) approache. The independent variable was online reading, while the
moderate variables were students' gender, age, educational level, computer and
internet familiarity, hours spent online, and employment. The dependent variables
were students' reading habits and purposes, their language preference, and academic
achievement. A total of 258 (M = 145, F = 113) students from Yarmouk University
in Jordan, majoring in English Language and Literature were randomly selected. A
86-item questionnaire adapted and modified from Shen (2006) was used to
investigate the online reading habits and purposes of Jordanian EFL undergraduates.
Semi-structured interviews were also conducted. The data gathered from both
instruments were analyzed quantitatively and qualitatively. Statistical and inferential
findings showed that Jordanian EFL students do read online and spend a moderate
amount of time online but for different purposes. The major findings revealed that
there is a significant correlation coefficients between online reading habits and
students' academic achievement (GPA). The major findings revealed that the
relationship between students' online reading habits proved to be positively and statistically significant in favor of higher academic achievement. That is to say,
students who were reported to perform higher levels of reading habits were among
those who scored high grades. Respondents' found to be allocating a moderate
amount of time online (1 to 3 hours daily) reading different reading materials and for
different purposes. It also revealed that their online reading habits differ from those
of printed text. Their most common online reading habits were reading e-mails,
news, and short stories and novels. While, their traditional reading habits are text
books, novels, and comics. The findings also revealed that respondents go online for
leisure and social purposes. Another major finding, respondents found out to use a
mixture of English and Arabic languages as their preferred languages while reading
online. Qualitative findings from the interviews with students seem to correspond
with the findings from the quantitative part of the study. This study does suggest,
however, that despite the noticeable effect of online practices and habits on students'
academic life, positive online reading habits can help undergraduate students became
engaged readers and better achievers.
Description
Keywords
Online reading