Factors Influencing The Recreational Reading Intentions And Habits Of English Majors At The University Of Jordan

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dc.contributor.authorABDEL KADER KHREISAT, MOHAMMAD NAYEF
dc.date.accessioned2016-06-14T07:58:53Z
dc.date.available2016-06-14T07:58:53Z
dc.date.issued2015-05
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2114
dc.subjectFactors Influencing The Recreational Reading Intentions And Habitsen_US
dc.subjectOf English Majors At The University Of Jordanen_US
dc.titleFactors Influencing The Recreational Reading Intentions And Habits Of English Majors At The University Of Jordanen_US
dc.typeThesisen_US
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