Factors Influencing The Recreational Reading Intentions And Habits Of English Majors At The University Of Jordan
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Date
2015-05
Authors
ABDEL KADER KHREISAT, MOHAMMAD NAYEF
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Abstract
The aim of this study was to examine the recreational reading habits of Jordanian
English major students and factors influencing these habits. Since the Theory
of Planned Behaviour (TPB) has been proven in the literature as a robust framework
to measure and examine factors affecting behaviours, the study utilised a multidimensional
version of the TBP as a guided framework to examine factors (i.e., attitudes
towards the behaviour, subjective norms, perceived behavioural control) influencing
the intentions and recreational reading habits of third and fourth year English
major students at the University of Jordan. The study also investigated the recreational
reading habits which included time spent on recreational reading per week and preferred
types of reading. The study utilised a mixed methods research design, namely,
explanatory sequential design in which a total of 225 students completed two questionnaires
in the quantitative phase adapted from previous literature and a sample of
20 students were interviewed in the qualitative phase. Structural Equation Modelling
(SEM) using SPSS AMOS software and content analysis using QSR NVivo were used
to analyse the relationships under study. The findings revealed that Jordanian English
major students spent 2.82 hours per week on recreational reading during vacation and
2.15 hours per week on recreational reading while classes were in session. Additionxvii
ally, results indicated that the students’ most favourite type of reading was found on
Facebook/emails/chat rooms and the least favourite was non-fiction books. Furthermore,
among the constructs in the TPB, attitude and subjective norms had a significant
effect and explained 36 % of the variance in the students’ intentions to engage in recreational
reading habits. Perceived behavioural control, on the other hand, did not have
any significant effect whether on intentions or actual reading behaviour. Intentions
had a positive influence on recreational reading behaviour; however, it only explained
17 % of the variance in the recreational reading behaviour. Attitudes toward recreational
reading were found the strongest and had the most significant contribution to
the model followed by subjective norms. Analysis showed that the attitudes of the
Jordanian English majors were multidimensional comprising affective and cognitive
dimensions. Their recreational reading attitudes were mostly cognitively oriented, that
is, Jordanian students read mostly for instrumental reasons among which improving
their English skills, getting better jobs and knowing about the world. This study not
only provided an understanding of what the students read but also investigated how
students read and what influences them to read. The pedagogical implications indicate
that students’ engagement in reading can be increased through understanding their
reading behaviour and habits along with other variables such as the setting, the drive
behind reading and the medium through which students use to read. In addition, educational
institutions should provide training for teachers to consider using innovative
methods to help students realise that the reading experience encompasses joy and not
consider reading as a classroom subject or a skill for getting by in life.
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Factors Influencing The Recreational Reading Intentions And Habits , Of English Majors At The University Of Jordan