Rationale
Reading is a crucial skill for learners of English as a second language (ESL) or a foreign language (EFL), with Carrel (1988) emphasizing its significance as the most vital macro skill for many students Despite its importance, many learners remain unaware, leading to lower reading achievements Factors such as pleasure reading habits and attitudes towards reading significantly impact reading outcomes Research by Robb and Kano (2013) indicates that 84% of students who engage in pleasure reading score higher on reading tests compared to those who do not.
Research indicates that engaging in pleasure reading significantly enhances reading rates and overall achievement (2012) Furthermore, studies highlight that positive attitudes towards reading play a crucial role in academic success (Kamhi-Stein, 2003; Yamashita, 2004, 2007, 2013) Yamashita (2013) emphasizes that a favorable reading attitude can foster intrinsic motivation and influences the decision to read Therefore, the impact of pleasure reading and positive reading attitudes, especially in English, is undeniably important for enhancing reading proficiency.
There have been some studies investigating students‟ pleasure reading habits and their attitudes towards reading in English such as Camiciottoli (2001); Ro and Chen
This study aims to explore the pleasure reading habits and attitudes towards reading in English among high school students in Vietnam, a subject that has been under-researched compared to university students By comparing the findings with existing literature, the research seeks to identify key issues related to students' reading habits and attitudes, ultimately providing insights to help educators encourage more reading among students Additionally, the study offers recommendations for teachers to support and enhance students' reading experiences.
Scope of the study
This study examines students' pleasure reading habits and their attitudes toward reading in English, highlighting the factors that influence their reading frequency and perceptions.
The subject under this research is 100 grade 10 students from a high school in the North of Vietnam.
Aims of the study
In general, this study is designed to find out high school students‟ pleasure reading habits and their attitudes towards reading in English
To be specific, the research aims at:
- Investigating students‟ pleasure reading habits
- Exploring students‟ attitudes towards reading in English
- Finding out factors affecting students‟ pleasure reading frequency and attitudes.
Research questions
The study aims to answer the following questions:
1 How frequently do grade 10 th students read in English for pleasure?
2 What are the students‟ attitudes toward reading in English?
3 Which factors may have influenced the students‟ pleasure reading frequency and attitude?
Methods of the study
To address the three key questions, a survey research was conducted utilizing both a questionnaire and semi-structured interviews for data collection The questionnaire, adapted from Ro and Chen (2014), comprises 17 questions, while the semi-structured interviews provide deeper insights into the responses gathered from the questionnaire.
Significance of the study
This study investigates students' pleasure reading habits and their attitudes towards reading in English, while also identifying factors that influence their reading frequency The findings aim to assist teachers in enhancing the reading process for students Specifically, the insights gained regarding students' reading habits and attitudes will inform the researcher’s future teaching strategies, enabling her to encourage greater enjoyment and engagement in reading among her students.
Structure of the report
The paper is divided into three parts as follows:
Part A: Introduction - provides readers with rationale, aims, research questions, significance, scope, methods and structure of the study
Part B: Body- consists of three chapters
Chapter 1 : Literature review - presents the theoretical background for the research and gives definitions of some key words in the study
Chapter 2 : The study - describe the methodology of the study This includes the setting, the participants, the research instruments and procedures used in this study
Chapter 3 : Data analysis and findings - describes and analyse the finding from the students‟ questionnaire and interview
Part C: Discussion/ Conclusion – gives a summary of the whole study, its pedagogical implication for teachers, limitations of the study and some recommendations for further research.
Literature review
Extensive reading and pleasure reading
Reading is a vital tool that enriches individuals with knowledge, shaping their understanding of life and worldview According to Clark and Rumbold (2006), reading is essential not only for personal and mental growth but also for accessing social, economic, and civic opportunities People engage in reading for various reasons; a study by the Nestle Family Monitor (2003) reveals that 55% of young readers do so to explore different cultures, 40% to learn about new topics, and 33% to discover new hobbies When describing their reading experiences, half of the respondents find it relaxing, a third view it as humorous, and two in five consider it educational, with a quarter acknowledging its informative value for learning (Nestle Family Monitor, 2003 as cited in Clark & Rumbold, 2009).
Nuttall (2005) categorizes reading into intensive and extensive reading (ER), with numerous studies highlighting the benefits of ER in EFL and ESL contexts Research indicates that ER positively influences reading comprehension (Bell, 2001; Yamashita, 2008; Taylor, 2014), reading rate (Beglar, Hunt & Kite, 2012; Fujita & Noro, 2009; Matsui & Noro, 2010), vocabulary acquisition (Pigada & Schmitt, 2006; Poulshock, 2010), grammar (Yang, 2001), and overall L2 proficiency (Iwahori, 2008) Furthermore, ER enhances learners' attitudes and motivation towards reading (Grabe, 2009) Taylor (2014) asserts that individuals engaged in extensive reading outperform their peers in reading comprehension tests, while Anderson (2008) notes its significant impact on developing reading rates, particularly among students with lower proficiency Beglar, Hunt, and Kite (2012) found that Japanese university students who read for pleasure demonstrated greater improvements in reading rates compared to those who focused on intensive reading Additionally, ER fosters a more positive attitude towards reading (Karlin & Romanko, 2008), emphasizing the importance of integrating ER into EFL education.
There have been many definitions of ER Waring & Takahashi (2000, p 6) define
Extensive Reading (ER) classrooms encourage students to engage with a large volume of simple, comprehensible texts, fostering smooth, confident, and enjoyable reading experiences This teaching approach emphasizes the use of meaningful materials tailored to learners' understanding, enabling them to read extensively The primary goals of ER include enhancing reading skills, fluency, and overall enjoyment, as highlighted by Krashen (2011) Additionally, Grabe & Stoller (2011) further define ER as a method that promotes these essential reading improvements.
Extensive reading (ER) is a pedagogical approach that promotes significant engagement in reading, aiming for a general understanding of texts According to Richards & Schmidt (2002), ER involves reading large volumes of material to develop good reading habits, enhance vocabulary and structure knowledge, and foster a love for reading Key features of ER include the focus on comprehending entire texts rather than individual words, and the opportunity for students to explore topics of personal interest without time constraints As a result, extensive reading is recognized as an effective method for improving reading skills and broadening general knowledge.
Extensive reading (ER) is often associated with terms like pleasure reading, sustained silent reading, free voluntary reading, or book flood (Richards & Schmidt, 2002) While pleasure reading and extensive reading share similarities, they are not entirely synonymous Maley (2008) identifies the purposes of ER as pleasure, information, and general understanding, indicating that readers engage in analysis and critical thinking alongside enjoyment In contrast, pleasure reading primarily focuses on relaxation and enjoyment Despite these differences, readers can experience both meaning and pleasure simultaneously, as they may analyze a book while also finding it enjoyable Understanding these distinctions is essential for researchers in the field.
This study focuses on "pleasure reading," a term that accurately reflects the reading habits of participants during their leisure time By examining students' engagement in enjoyable reading activities, the research aims to provide insights into their recreational reading preferences.
Reading for pleasure, as noted by Nell (1988), serves as a playful avenue for exploring diverse worlds and roles within our imagination Pullman (2004) expands on this notion, asserting that it transcends mere escapism and fosters a deeper connection with the text Both scholars emphasize that reading for pleasure occurs in one's free time, driven by personal interest rather than external obligation.
It typically involves materials that reflect their own choice, at a time and place that suits them
Reading for pleasure is crucial for children's educational and personal development, as it significantly contributes to their academic success According to Krashen (1993), engaging in enjoyable reading helps children acquire essential language skills, including vocabulary, grammar, and writing style While pleasure reading alone may not guarantee the highest literacy levels, it ensures an acceptable proficiency Without such reading experiences, children may struggle to develop the necessary skills for language mastery Furthermore, research by Cunningham and Stanovich (1998) indicates that reading for enjoyment enhances overall knowledge, cultural understanding (Meek, 1991), and insights into human nature and decision-making (Bruner, 1996) Additionally, it can foster social skills in children (Allan, Ellis & Pearson, 2005) Ultimately, frequent pleasure reading allows individuals to appreciate reading both as a functional and aesthetic activity, encouraging purposeful reading habits that support ongoing literacy development (Sanacore, 2002).
In summary, this section highlights the significance of reading, including extensive and pleasure reading, in enhancing knowledge and providing relaxation Research indicates that both extensive and pleasure reading positively impact reading achievement Consequently, it is crucial to motivate students to engage in these two forms of reading.
Pleasure reading habits
The reading habit is defined as the frequency, quality, and preferences of adults in their reading activities (Scales & Rhee, 2001) It encompasses how often individuals read, whether they complete entire books, and their preferred genres While reading offers numerous benefits, including enhanced knowledge and enjoyment, recent trends indicate a decline in reading habits in some regions A UK survey by Sainsbury and Schagen (2004) reveals a significant drop in children's reading enjoyment over the past five years, particularly among older children, with engaged readers decreasing from 77% to 71% in Year 4 and from 77% to 65% in Year 6.
A decline in reading habits among students in Social Sciences and Arts at Rajshahi University has been observed, particularly among young people influenced by digital technologies like the Internet and TV (Eamin Ali Akanda, Hoq & Hasan, 2013) A study by Camiciottoli (2001) on Italian university EFL students indicated that a "positive attitude + low frequency" reading profile was prevalent, with 41.8% of respondents lacking strong reading habits In contrast, research by Ro and Chen (2014) on advanced non-academic English-as-a-second-language learners in the US revealed that these participants not only exhibited good reading habits but also engaged in reading more English books for pleasure compared to those in Camiciottoli's study.
Research indicates that various factors influence reading habits, with a significant consensus highlighting lack of time as a primary reason for poor reading practices (2001) Additional studies suggest that age, gender, educational level, and reading proficiency also play crucial roles in shaping these habits (Mellard, Patterson, & Prewett, 2007; Scales & Rhee, 2001) Furthermore, a positive attitude towards reading has been identified as a key element in developing consistent reading habits (Kim, 2003; Camiciottoli, 2001; Ro & Chen, 2014).
Reading attitudes
Attitude is a multifaceted psychological concept that influences how individuals respond to various stimuli It is defined as a learned tendency to react positively or negatively toward an object (McKenna, 1994) Specifically, reading attitude encompasses the emotional responses associated with reading, which can either encourage or deter a learner from engaging in reading activities (Alexander & Filler, 1976) Furthermore, it is described as a mental state intertwined with feelings and emotions that affects the likelihood of reading (Smith, 1990) An extensive literature review by Reeves highlights the significance of understanding these attitudes in the context of reading.
Contemporary researchers agree that reading attitude comprises three key components: cognitive, affective, and conative The cognitive component reflects personal beliefs and thoughts about reading, such as the belief that "reading is beneficial for our brain." The affective component encompasses emotions related to reading, illustrated by sentiments like "I enjoy reading in English for pleasure." Lastly, the conative component pertains to behavioral intentions, demonstrating how attitudes influence actions, as seen in the statement, "I will read in English more during my leisure time."
Numerous studies have highlighted the significant role of reading attitudes in influencing the reading decisions and achievements of second language (L2) learners (Camiciottoli, 2001; Mori, 2002; Kamhi-Stein, 2003; Yamashita, 2004, 2007) Kamhi-Stein (2003) conducted qualitative research revealing that college students' attitudes towards their first language (L1) and their beliefs about reading impact their reading processes in both L1 and L2, with those valuing L1 utilizing it to decode L2 texts Furthermore, Yamashita's research (2004, 2007) demonstrates a strong correlation between Japanese college students' attitudes and their L2 proficiency in an English as a Foreign Language (EFL) context, where positive L1 reading attitudes encourage even low-proficiency learners to engage with L2 reading She identifies four sub-components of reading attitudes—comfort, anxiety, value, and self-perception—which significantly affect EFL reading, noting that comfort and positive self-perception enhance reading frequency, while anxiety and perceived value do not In contrast, Camiciottoli (2001) suggests that positive attitudes alone do not ensure frequent reading However, Ro and Chen (2014) found that, contrary to Camiciottoli's findings, nonacademic ESL students with positive reading attitudes exhibited higher reading frequencies, attributing poor reading habits mainly to time constraints.
This article highlights the significance of reading in the learning process, emphasizing the impact of pleasure reading habits and attitudes towards reading on overall skills development Most existing research focuses on EFL or ESL contexts involving university students, revealing a notable gap regarding high school students' pleasure reading To address this, the researcher will investigate high school students' pleasure reading habits and attitudes towards reading in English within Vietnam This study aims to replicate previous research by Camiciottoli (2001) in Italy with non-academic ESL learners and Ro and Chen (2014) in the US with academic EFL students, allowing for a comparative analysis of reading habits and attitudes between non-academic ESL learners and academic EFL students.
The study
Setting
A study conducted at a high school in northern Vietnam, established in 1960, reveals that the school has 42 classes with 45 to 50 students each Despite having a multimedia room equipped with a TV, CDs, cassette players, and projectors, these facilities are rarely utilized The library offers a range of reference materials, including newspapers and magazines; however, the availability of English resources is limited to a few dictionaries and grammar books, hindering students' access to diverse learning materials The school adheres to the national curriculum, teaching Basic English textbooks, with Grade 10 students currently studying a book containing 16 units focused on reading, speaking, writing, listening, and language focus, with three English lessons scheduled each week.
Participants
This study involved 81 grade 10 students (45 females and 36 males) from two classes, all born in 1998 and residing in communes near the school Unlike previous research by Ro and Chen (2014) and Camiciottoli (2001), which focused on advanced ESL and EFL university students, this group consists of pre-intermediate learners who study English as a foreign language without an English-speaking environment for practice.
Instruments
In a study examining students' pleasure reading habits and attitudes towards reading in English, a 17-item questionnaire was utilized, contrasting with Camiciottoli's 22-item and Ro and Chen's 23-item questionnaires focused on reading frequency and attitude Additionally, student interviews were conducted to gain deeper insights into the questionnaire data.
The questionnaire was crafted in Vietnamese to ensure participant comprehension, mirroring the structure of previous studies (Camiciottoli, 2001; Ro & Chen, 2014) It is divided into three sections: Part 1 includes six items that gather general information such as gender, previous access to English books, encouragement to read in English for enjoyment, self-assessed reading ability, and motivations for learning English, all of which may influence students' reading habits and attitudes Part 2 contains five items focused on reading habits, specifically assessing the frequency and preferences for reading in one's native language.
Between the ages of 9 to 11, the frequency of reading in English varies, encompassing different volumes and types of materials Part 3 of the study explored learners' enthusiasm for reading more, their preparedness to engage with English texts, and their perspectives on the significance of reading in English for leisure activities.
In order to have a study which suited to the current context, the researcher adapted
Ro and Chen„s questionnaire (2014) by adding, modifying and deleting the following question items:
Addition: purpose of studying English (item 6)
Modification: reasons why reading English for pleasure (item 13)
When considering the deletion of personal information, it is essential to remove details such as the individual's name, nationality, age, years of studying English, past attendance in extra classes, duration of stay in an English-speaking country, and the reasons for their stay.
The study was tailored to reflect the specific purposes of each participant's English learning, acknowledging that individual motivations can significantly impact reading habits and attitudes Modifications were made to item 13 regarding reasons for pleasure reading, consolidating similar options for clarity Ethical considerations led to the removal of the item requesting participants' names, while demographic questions were excluded since all participants shared the same district, age, and years of English study Additionally, questions about extra classes were deemed irrelevant due to restrictions in the study area, and items related to the time and purposes of staying in English-speaking countries were eliminated to align with the Vietnamese context of the research.
A study conducted by Camiciottoli (2001) and Ro and Chen (2014) explored construct validity by surveying university-level EFL instructors and CEP teachers regarding questionnaire items The research also involved high school teachers to assess the adapted questionnaire's suitability for participants and study objectives Prior to distributing the survey, the researcher tested the clarity of the questions by administering the questionnaire to 10 students to ensure their comprehension.
To gain a deeper understanding of pleasure reading habits and attitudes, as well as the factors influencing reading frequency, the researcher conducted interviews following the collection of survey questionnaires.
Procedures
To enhance the return rate of the survey, the researcher distributed questionnaires to students during the final 15 minutes of their class Prior to distribution, a brief overview of the study was provided, outlining aspects such as time commitment, confidentiality, potential applications of the findings, and the voluntary nature of participation Out of 100 questionnaires distributed, 81 were successfully collected.
Following the completion of the survey questionnaire, the author conducted eight individual interviews, each lasting between five to eight minutes, with randomly selected participants from a pool of 81 These participants were categorized into three proficiency groups based on their performance in the same class, a classification process that was kept confidential from the interviewees Prior to the interviews, the researcher obtained informed consent and permission to record the discussions, which took place in the classroom during the participants' free time After each interview, the researcher encouraged participants to ask questions for clarification, ensuring a comprehensive understanding of the process The interviews were recorded, and detailed notes were taken for analysis.
Data analysis and findings
Coding and Analysis
This study utilized a four-point response scale, consistent with the methodologies of Camiciottoli (2001) and Ro and Chen (2014), to analyze data from a survey questionnaire The scale ranged from point 1, indicating the lowest frequency, quantity, intensity, or least positive degree of characteristics, to point 4, representing the highest frequency, quantity, intensity, or most positive degree For example, in item 8, which inquired about the number of Vietnamese books read in the past year, a response of "more than 8" was assigned point 4 for its high quantity, whereas a response of "1-2" received a lower score.
4 Similarly, item 16 explored participants‟ view about the importance of pleasure reading in English Point 4 was assigned to the answer “very important”, while “not important” got only point 1
Question 10 asked students to rank the four types of reading materials (i.e., books, magazines, newspapers, and lyrics) according to their frequency of reading in their leisure time In this case, Camiciottoli (2001) gives books the highest point and lyrics the lowest one She also explains her way of coding According to her, there is the connection between the volume and frequency of the reading Books are considered more voluminous material than other materials (magazines, newspapers, and lyrics) It means that those who frequently read books have to spend more time on reading than those reading other types
For items 13, 14 and 17, participants needed to rank the top three options from a list of six or seven This study continued using the way of coding of Camiciottoli
In their studies, Camiciottoli (2001) and Ro and Chen (2014) differentiated between two attitudes toward reading: a favorable attitude (type A) and a less favorable attitude (type B) Participants received a score of 4 for selecting all type A responses, while those choosing all type B responses received a score of 1 A score of 3 was awarded for selecting two type A responses and one type B, and a score of 2 was given for two type B responses and one type A.
Item 13 asked about reasons why students read in English for pleasure The responses were divided into two types: intrinsic motivation (response a, c) which indicates the individual‟s desire to read for one‟s own sake and extrinsic motivation (response b, d) that is contingent rewards These four options were based on the theory of Ro (2013) which talks about motivational contributing factors According to him, twenty-four ER sessions change an unmotivated English reader to be an avid L2 reader He gives contributing factors for the participant‟s motivational shift: confidence in reading ability, easy accessibility and convenience in reading, enjoyment from the content and language, and realization of the usefulness of reading He states that these factors play an important role in promoting reading motivation and extensive reading performance Therefore, they were used in the current study Ro and Chen (2014) decides to assign intrinsic motivation type A while extrinsic motivation type B and notes that intrinsic motivation can lead to overall more frequent reading than extrinsic motivation Besides, the reason for scoring criteria is that intrinsic motivation is a stronger predictor of the amount and the breadth of reading than extrinsic motivation For all reasons above, this current study also used the same scoring system as that of Ro and Chen (2014) It meant that responses a, c were considered as type A and b, d type B
In the analysis of item 14, type A options (a, c, e) are identified as non-time-related, suggesting that readers would be more inclined to engage with reading if the underlying issues were addressed In contrast, type B options (b, d, f) are time-related and may foster a less favorable attitude towards reading (Camiciottoli, 2001) Similarly, for item 17, both Camiciottoli (2001) and Ro and Chen (2014) concurred that options b, d, and f reflect a broader understanding of the significance of reading in English and its role in continuous literacy, categorizing them as type A Conversely, responses a, c, and e, which emphasize practical or short-term benefits of reading, such as its utility for career advancement, were classified as type B.
The coding scores can be seen at appendix C.
Results
Research Questions 1: How frequently do grade 10 th students read in English for pleasure?
A significant finding from item 9 indicated that a majority of students, specifically 40.7%, never engage in reading English for pleasure, while 24.7% occasionally read during vacations Only 16% of participants reported reading in English for leisure frequently This trend was corroborated by interview data, where 75% of the eight interviewees admitted to rarely reading in English during their free time, with only two students reading for pleasure Notably, these two students exhibited better English proficiency compared to their peers.
Pleasure Reading Frequency in English number of participants (%) at least once a week (or more often) 13 16 once every 1-2 months 15 18.5 sometimes (for example, during vacation periods)
The analysis of item 10 revealed that books and magazines were the preferred reading materials for participants, with 62.5% selecting them as their favorites, aligning with interview findings where most respondents expressed a preference for fiction or non-fiction during leisure time Additionally, song lyrics were chosen by 25.9% of students in the survey.
Lyrics of pop, rock songs 25.9
In the past year, a survey revealed that 53.1% of students read only one or two English books for pleasure, while a mere 16.3% read more than four books Alarmingly, 12.2% of students reported not reading any English books during this period.
Number of Books Read in the last 12 Months
The scores for items 9, 10, and 11 were aggregated to assess pleasure reading habits and preferences The study revealed a score range from 1 to 17, illustrated in Figure 3.1, where the X-axis represents the scores and the Y-axis indicates the number of participants achieving each score.
Figure 3.1: Pleasure Reading Habit and Preference Scores
In conclusion, the research indicates that high school students exhibited poor reading habits, with many participants occasionally enjoying books, magazines, or comics However, their engagement with English literature for pleasure was notably limited.
Research question 2: What are their attitudes towards reading for pleasure in English?
The researcher assessed reading attitudes towards English for pleasure by aggregating scores from six items and performing a descriptive analysis, following methodologies established by Camiciottoli (2001) and Ro and Chen (2014) Utilizing a four-point response scale, the study measured frequency, quantity, and intensity of reading activities, assigning point 1 to the lowest and point 4 to the highest levels of these characteristics Scores ranged from a minimum of 3 to a maximum of 22, with a mean score of 12.1, indicating that students had a moderately positive attitude towards reading in English for enjoyment Consistent with this finding, all eight interviewed participants acknowledged the usefulness of reading in English for pleasure, reflecting a generally positive outlook The reading attitude index is depicted in Figure 3.2, with the X-axis showing scores from 4 to 22 and the Y-axis representing attitude counts.
A study examining the relationship between reading habits and students' attitudes utilized Pearson Correlations, revealing a strong positive correlation with an r value of 0.69 This finding indicates that there is a significant link between students' pleasure reading habits and their attitudes, as suggested by the interpretation of Pearson's Correlation coefficients The results are visually represented in Figure 3.3.
Figure 3.3: Reading Habits and Attitudes Relationship Scores
In line with previous research by Camiciottoli (2001) and Ro & Chen (2014), the current study investigated factors that may have hindered pleasure reading in English The analysis of Item 14 yielded significant findings, which are detailed in Tables 3.4 and 3.5.
Reasons Limiting Pleasure Reading Frequency in English (item 14)
1 Reasons cited % a Lack of time due to studies b Lack of time in general c Too difficult to understand d Not knowing what to read e No desire to read in English f No access to English books g Other reasons
Ranking of Reasons Limiting Pleasure Reading Frequency in English
Many individuals face challenges that hinder their reading in English, including a lack of time due to academic commitments and general time constraints Additionally, some find the material too difficult to comprehend or are unsure of what to read A lack of motivation to engage with English texts and limited access to English books further complicate the situation These factors, among others, contribute to the difficulties in developing reading skills in English.
A significant 43.5% of high school learners cited time-related issues as the primary reason for not reading in English for pleasure, with 93% ranking it as their top concern Interviews revealed that five out of eight students specifically mentioned a "lack of time." Additionally, 21.2% of participants found English reading too difficult to understand, while others struggled with not knowing what to read Lesser concerns included a lack of desire to read in English and limited access to English books Furthermore, vocabulary limitations emerged as a critical barrier, as six interviewees noted that insufficient vocabulary hindered their comprehension and interest in reading Laziness was also identified by three interviewees as a contributing factor to their lack of engagement with English reading.
The researcher explored the motivations behind participants' engagement in reading English for pleasure, as detailed in Tables 3.6 and 3.7 The study analyzed the overall percentage rankings of five different options, revealing significant insights into the reasons that encourage this enjoyable activity.
A significant 26.9% of respondents indicated that they find reading in English both useful and enjoyable Additionally, 21.5% highlighted that easy access to English books is another key factor in their reading habits.
Reasons for Reading in English for Pleasure
1 Cited reasons % a I find reading in English useful b I find reading in English fun c I have easy access to English books d I have confidence in reading English books e Other reasons
Ranking Reasons for Reading in English for Pleasure
% a I find reading in English useful b I find reading in English fun c I have easy access to English books d I have confidence in reading English books e Other reasons
The researcher analyzed item 17 which asked participants why they considered reading in English for pleasure important The result (Table 3.8) showed that
The study revealed that the primary motivations for participants to read in English included its usefulness in other academic subjects and the opportunity to acquire a broader vocabulary, each cited by 23.8% of respondents Additionally, 23% believed that reading could benefit their careers, while enhancing general knowledge and literacy was also a common reason Consistent with these findings, all interviewees acknowledged that reading in English improved their vocabulary, with half of the participants indicating it contributed to their overall knowledge Furthermore, four interviewees noted that reading in English significantly enhanced their communication skills.
Reasons Why Reading in English for Pleasure Important
1 Reasons cited % a could be useful also in other academic subjects b to acquire a wider range of vocabulary c could be useful for my career d to enhance my knowledge and literacy on a general level e to learn more about other cultures f could be useful for the English course g other reasons
Research Question 3: Which factors may have influenced the participants’ reading frequency and attitude?
Summary of major findings
The study's results are organized into three key findings Firstly, the descriptive analysis reveals that most high school students lack effective reading habits, with their attitudes towards reading in English for pleasure being moderately positive A significant barrier identified is the “lack of time,” which restricts students' reading frequency during their free time Pearson Correlations highlighted that factors such as “past access to English books” and “purposes of studying English” positively influenced both the frequency of English pleasure reading and students' attitudes towards it Additionally, “L1 reading habits” and “confidence in reading ability” were crucial in shaping students' willingness to allocate time for reading and their perceptions of its importance Conversely, “encouragement from others” and “gender” were found to have no significant impact on students' pleasure reading habits or attitudes.
First, similar to Camiciottoli‟s result (2001) but different from Ro and Chen‟s
A 2014 study found that most high school students exhibited low reading frequency for pleasure, with a mean score of 7.3 Notably, 39% of participants preferred other activities over reading in English during their leisure time A significant reason cited for not reading was a "lack of time," reported by 43.5% of students, aligning with earlier findings by Camiciottoli (2001) and Ro and Chen (2014) While Ro and Chen noted that their participants, primarily housewives, struggled to find time for L2 pleasure reading due to personal commitments, the current study suggests that high school students prioritize other activities over reading in English, indicating a reluctance to dedicate time to this pursuit.
The researcher discovered that high school students exhibited a moderately positive attitude towards reading in English for pleasure, with a mean score of 12.1, aligning with findings from Camiciottoli (2001) and Ro and Chen (2014) Camiciottoli noted that Italian EFL students have a "quite positive" attitude, while Ro and Chen reported that 45% of non-academic ESL students feel positively about reading for enjoyment Furthermore, the study revealed a strong positive relationship between students' reading habits and their attitudes towards reading for pleasure.
The study examined factors influencing pleasure reading habits and frequency among students, revealing that previous access to English books and the purpose of studying English significantly affected both reading frequency and attitudes towards reading Additionally, first language (L1) reading habits were found to be crucial in shaping students' willingness to allocate time for reading and their perceptions of the importance of pleasure reading in English These findings align with the research conducted by Camiciottoli (2001) and Ro and Chen.
Research consistently indicates that reading habits developed in a first language (L1) can be transferred to second language (L2) reading Camiciottoli (2001) highlights the impact of the home environment, noting that parental encouragement and modeling significantly shape reading attitudes and frequency Additionally, studies by Judge (2011) and Takase (2007) provide empirical evidence linking L1 and L2 reading attitudes Notably, Takase (2007) identified intrinsic motivation in L1 as a key predictor of L2 reading performance among 219 Japanese high school students.
However, the researcher also found out two considerably different points among three studies (this research; Camiciottoli, 2001); Ro & Chen, 2014) Firstly, while
In the current study, gender was not a significant factor influencing students' pleasure reading habits and attitudes, contrasting with Ro and Chen's (2014) findings, which highlighted gender as an influential element affecting non-academic ESL students' perceptions of the importance of English reading and revealed a substantial gender gap in reading Additionally, while the current research indicated that confidence in reading ability impacts students' willingness to read and their perceptions of pleasure reading in English, this relationship was found to be non-significant and poorly correlated with both reading frequency and attitudes, as noted in Camiciottoli's (2001) study.
Pedagogical implications
The study highlights three key pedagogical implications for fostering pleasure reading among high school students: first, creating an environment that facilitates easy access to L2 reading materials; second, promoting a positive attitude towards L2 reading; and third, assisting students in finding time for enjoyable reading activities.
Access to English books has likely impacted reading frequency, highlighting the need to create opportunities for pleasure reading among ESL/EFL learners Establishing libraries in language institutions and encouraging English reading can enhance access to materials Furthermore, educators can utilize reading class time to foster self-regulation skills, empowering students to become autonomous readers (de Burgh-Hirabe & Feryok, 2012, 2013).
The current study reveals a strong positive relationship between reading frequency and attitude, suggesting that positive attitudes towards reading can lead to increased reading habits To foster such attitudes, learners should be in supportive environments where teachers highlight the benefits of pleasure reading According to De Burgh-Hirabe and Feryok (2013), instrumental benefits, including language learning, significantly influence motivation for extensive reading among learners Teachers can enhance motivation by designing engaging classroom reading activities tailored to students' interests, such as having them create and share their own comics Additionally, most students indicated that they would read more if teachers introduced interesting topics, such as music or sports, during reading lessons.
The primary barrier to reading in English is often cited as a "lack of time." However, we believe that the joy of reading can help readers overcome this challenge, as it can be done anytime and anywhere, unlike other English language skills (Ro, 2013) To address the time constraint, implementing a pleasure reading program within the English curriculum may be beneficial, as it would encourage students to view L2 pleasure reading as an essential part of their language training rather than an additional task (Ro & Chen, 2014) While this remains a debated topic in motivation research, some studies support the idea that integrating pleasure reading can enhance engagement (Huang, 2006).
Ro, 2013) have provided empirical evidence that requiring students to read can have a positive impact on their affective dimensions of L2 reading.
Limitations and recommendations for further studies
The findings of this study are significant and trustworthy, yet certain limitations exist The reliance on questionnaires and interviews for data collection may result in less comprehensive responses Future research should incorporate additional data collection methods, such as field notes and observations Additionally, as the study was conducted in a specific high school in Northern Vietnam, results may vary in different educational settings Expanding the research to include various proficiency levels and larger, more diverse samples is recommended for future investigations.
Alexander, J E., & Filler, R C (1976) Attitudes and reading Newark, DE:
Allan, J., Ellis, S and Pearson, C (2005) Literature circles, gender and reading for enjoyment Edinburgh: Scottish Executive
Anderson, N J (2008) Reading New York, NY: McGraw-Hill
Beglar, D., Hunt, A., & Kite, Y (2012) The effect of pleasure reading on Japanese university EFL learners‟ reading rates Language Learning, 62, 665–703 doi:10.1111/j.1467-9922.2011.00651
Bell, T (2001) Extensive reading: Speed and comprehension The Reading Matrix, Bruner, J (1996) The culture of education Cambridge, MA: Harvard University
7 Carrel, P.L (1988) Introduction: Interactive approaches to second language reading Cambridge: Cambridge University Press
Clark, C., & Rumbold, K (2006) Reading for pleasure: A research overview
Camiciottoli, B C (2001) Extensive reading in English: Habits and attitudes of a group of Italian university EFL students Journal of Research in Reading, 24, 135–153.doi: 10.1111/1467–9817.00137
Cunningham, A E and Stanovich, K E (1998) What reading does for the mind
De Burgh–Hirabe, R., & Feryok, A (2012) Japanese as a foreign language extensive reading and self-regulation: Case studies of high school language learner behavior in context New Zealand Studies in Applied Linguistics, 18, 21–35
De Burgh-Hirabe, R., & Feryok, A (2013) A model of motivation for extensive reading in Japanese as a foreign language Reading in a Foreign Language,
Eamin Ali Akanda, A K M., Hoq, K M G., & Hasan, N (2013) Reading habit of students in social sciences and arts: A case study of Rajshahi University
Chinese Librarianship: an International Electronic Journal, 35
Fujita, K., & Noro, T (2009) The effects of 10-minute extensive reading on the reading speed, comprehension and motivation of Japanese high school EFL learners Annual Review of English Language Education in Japan, 20, 21–
Grabe, W (2009) Reading in a second language Cambridge: Cambridge
Grabe, W., & Stoller, F L (2011) Teaching and researching reading (2 nd ed.)
Huang, S C (2006) Reading English for academic purposes - What situational factors maymotivate learners to read? System, 34, 371–383
Iwahori, Y (2008) Developing reading fluency: A study of extensive reading in
EFL Reading in a Foreign Language, 20, 70–91
In the study by Judge (2011), the impact of an extensive reading program on enthusiastic readers in a Japanese high school was examined, highlighting the importance of fostering a love for reading in educational settings Similarly, Kamhi-Stein (2003) explored how attitudes towards one's home language and beliefs about reading influence the behaviors of underprepared second language college readers, emphasizing the need for supportive reading environments that acknowledge diverse linguistic backgrounds Together, these studies underscore the critical role of reading attitudes and practices in enhancing language acquisition and literacy development among learners.
Karlin, O., & Romanko, R (2008) Examining multiple variables within a single
ER setting The Reading Matrix, 10(2), 181–204
Kim, K J (2011) Reading motivation in two languages: An examination of EFL college students in Korea Reading and Writing, 24, 861–881
Krashen, S (1993) The power of reading: Insights from the research Englewood,
Matsui, T., & Noro, T (2010) The effects of 10-minute sustained silent reading on junior high school EFL learners‟ reading fluency and motivation Annual
Review of English Language Education in Japan, 21, 71–80
McKenna, M C (1994) Toward a model of reading attitude acquisition In E H
Crammer & M Castle (Eds.).Fostering the love of reading: The affective domain in reading education,18–40 Newark, DE: International Reading
Meek, M (1991) On Being Literate London: Bodley Head
Mellard, D F., Patterson, M B., & Prewett, S (2007) Reading practices among adult education participants Reading Research Quarterly, 42, 188–213 doi: 10.1598/RRQ.42.2.1
Mori, S (2002) Redefining motivation to read in a foreign language Reading in a
Nell, V (1988) The psychology of reading for pleasure: Needs and gratifications
Nestlé Family Monitor (2003) Young people’s attitudes towards reading Croydon:
Nuttall, C (2005).Teaching reading skills in a foreign language
Pigada, M., & Schmitt, N (2006) Vocabulary acquisition from extensive reading:
A case study Reading in a Foreign Language, 18, 1–28
Poulshock, J (2010) Extensive graded reading in the liberal arts and sciences
Pullman, P (2004) Teaching and testing In C Powling, B Ashley, P Pullman, A
Fine & J Gavin (Eds.) Meetings with the Minister, Reading: National Centre for Language and Literacy,9-10
Reeves, C (2002) Literacy attitudes: Theoretical perspectives Edinburgh:
Richards, J C., & Schmidt, R (2002) Longman dictionary of language teaching and appliedlinguistics London: Pearson Education
Ro, E (2013) A case study of extensive reading with an unmotivated L2 reader
Ro, E & Chen, C A (2014) Pleasure reading behavior and attitude of non- academic ESL students: A replication study Reading in a Foreign
Robb, T., & Kano, M (2013) Effective extensive reading outside the classroom: A large-scale experiment Reading in a Foreign Language, 25, 234–247
Sainsbury, M & Schagen, I (2004) Attitudes to reading at ages nine and eleven
Journal of Research in Reading, 27, pp.373-386
Sanacore, J (2002) Struggling literacy learners benefit from lifetime literacy efforts Reading Psychology, 23, 67–86 doi:10.1080/027027102760351007 Scales, A M., & Rhee, O (2001) Adult reading habits and patterns Reading
Smith, M C (1990) A longitudinal investigation of reading attitude development from childhood to adulthood Journal of Educational Research, 83, 215–219 Takase, A (2007) Japanese high school students‟ motivation for extensive L2 reading.Reading in a Foreign Language, 19, 1–18
Taylor, A M (2014) How effective can extensive reading be? Comments on Robb and Kano (2013) Reading in a Foreign Language, 26(1), 195–198
Waring, R., &Takaki, M (2003) At what rate do learners learn and retain newvocabulary from reading a graded reader? Reading in a Foreign
Language, 15(2) Retrieved November 1, 2009, from http://nflrc.hawaii.edu/rfl/October2003/waring/waring.html
Yamashita, J (2004) Reading attitudes in L1 and L2, and their influence on L2 extensive reading Reading in a Foreign Language, 16, 1–19
Yamashita, J (2007) The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan TESOL Quarterly, 41, 81–105 doi: 10.1002/j.1545-7249.2007.tb00041.x
Yamashita, J (2008) Extensive reading and development of different aspects of L2 proficiency System, 36, 661–672
Yamashita, J (2013) Effects of extensive reading on reading attitudes in a foreign language Reading in a Foreign Language, 25, 248–263
Yang, A (2001) Reading and the non-academic learner: A mystery solved System,
Phiếu điều tra này nhằm khảo sát thói quen đọc sách để thư giãn và quan niệm của học sinh THPT về việc đọc sách bằng tiếng Anh Những câu trả lời của các em sẽ đóng góp quan trọng cho nghiên cứu của tôi Tất cả số liệu và thông tin mà các em cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu, không phục vụ cho bất kỳ mục đích nào khác.
Xin chân thành cảm ơn sự hợp tác của các em
Hãy trả lời tất cả các câu hỏi sau bằng cách đánh dấu hoặc viết vào chỗ trống Phiếu điều tra gồm 17 câu hỏi
Phần I: Thông tin cá nhân và dữ liệu cơ sở
2 Trong quá trình học, em có từng đọc sách bằng tiếng Anh để thư giãn không? _có, thường xuyên _hiếm khi
_thỉnh thoảng _không bao giờ
3 Em có được giáo viên khuyến khích đọc sách bằng Tiếng Anh để thư giãn không?
_thỉnh thoảng _không bao giờ
_hầu như không bao giờ _có, rất nhiều
4.Khi đọc sách bằng Tiếng Anh để thư giãn, em đánh giá khả năng đọc hiểu của mình như thế nào?
_kém (sử dụng từ điển nhiều) _tốt
_trung bình _rất tốt (không sử dụng từ điển)
5 Khi đọc Tiếng Anh, nếu em không biết nghĩa của tất cả các từ, em có thể hiểu được ý chính của những gì em đang đọc không?
_có, hầu như luôn luôn hiểu _hiếm khi
_thỉnh thoảng _không, em luôn cần sử dụng từ điển
6 Mục đích em học tiếng Anh là gì?
_để học cao hơn _bị bắt phải học
_mục đích khác (nêu rõ)
Phần II: Thói quen đọc thư giãn: tần số và sở thích
7 Lúc rảnh rỗi, em có thường đọc sách bằng tiếng Việt không?
_ít nhất một tuần một lần (hoặc thường xuyên hơn)
_một hoặc hai tháng một lần
_thỉnh thoảng (chỉ đọc vào kỳ nghỉ hè)
_không bao giờ, em thích làm những việc khác vào thời gian rảnh rỗi (bỏ qua câu hỏi 8)
8 Trong 12 tháng gần đây, em đọc bao nhiêu quyển sách bằng Tiếng Việt để thư giãn?
9 Em có thường đọc một cái gì đó bằng tiếng Anh để thư giãn không?
_ít nhất một tuần một lần (hoặc thường xuyên hơn)
_một hoặc hai tháng một lần
_thỉnh thoảng (chỉ đọc vào kỳ nghỉ hè)
_không bao giờ, em thích làm những việc khác vào thời gian rảnh rỗi (trả lời tiếp câu 12)
10 Em thường đọc gì bằng tiếng Anh vào thời gian rảnh rỗi?
Hãy xếp theo thứ tự cái em đọc thường xuyên nhất Viết 1 cho tài liệu em thường xuyên đọc nhất, 2 cho tài liệu thứ 2, 3 cho tài liệu thứ 3
_lời bài hát nhạc pop hoặc nhạc pop
_tạp chí hoặc truyện tranh
_sách (tiểu thuyết hoặc truyện có thật)
11 Trong 12 tháng gần đây, em đọc bao nhiêu quyển sách bằng tiếng Anh để thư giãn?
Phần III: Đọc bằng tiếng Anh để thư giãn: Động lực và quan điểm
12 Em có thích đọc nhiều sách bằng tiếng Anh hơn để thư giãn không?
_không, em không thích đọc sách bằng tiếng Anh để thư giãn (bỏ qua câu
13 Tại sao em đọc sách bằng tiếng Anh để thư giãn?
1 _em thấy đọc sách bằng tiếng Anh bổ ích cho bản thân 2 _em tự tin vào đọc sách bằng tiếng Anh 3 _em thấy rất thú vị khi đọc sách bằng tiếng Anh 4 _em tiếp cận với sách tiếng Anh dễ dàng 5 _lý do khác (viết rõ) _
14 Tại sao em không đọc nhiều sách tiếng Anh hơn để thư giản?
Dưới đây là ba lý do quan trọng nhất về việc không đọc sách tiếng Anh: 1 Sách tiếng Anh quá khó bởi vì mức độ đọc hiểu của em có hạn 2 Thiếu thời gian (công việc, việc gia đình, …) khiến em không thể tập trung vào việc đọc 3 Em không biết nên đọc sách nào để phù hợp với khả năng của mình.
15 Nếu em có một quyển sách thú vị bằng tiếng Anh phù hợp với trình độ của em, em sẽ dành bao nhiêu giờ một tuần để đọc nó?
16 Em có nghĩ đọc sách bằng tiếng Anh để thư giãn là quan trọng không?
_không biết (bỏ qua câu 17)
17 Tại sao em nghĩ đọc sách bằng tiếng Anh để thư gian là quan trọng?
1 _nó có thể hữu ích cho nghề nghiệp sau này 2 _để tăng vốn từ vựng 3 _để nâng cao hiểu biết của em.
Cảm ơn sự giúp đỡ của các em
Phiếu điều tra trên được thiết kế dựa trên phiếu điều tra trong nghiên cứu “Pleasure reading behavior and attitude of non-academic ESL students” của Ro and Chen
Appendix B Survey questionnaire (for students)
The purpose of this survey is to explore high school students' reading habits and their attitudes toward reading in English We kindly ask you to answer all the questions and statements, as your input is invaluable for our research Rest assured, your responses will remain confidential and will not be discussed individually Thank you for your cooperation.
Instructions: Please answer the following questions and mark the space before the option that applied to you The questionnaire has 17 items
Part 1 – GENERAL INFORMATION AND BASELINE DATA
2 During your previous studies, did you have access to books in English to read for pleasure?
3 In the past, were you ever encouraged to read for pleasure in English by a teacher?
_hardly ever _yes, very much
4 In reading for pleasure in English, how would you rate your comprehension level?
_low (wide use of dictionary) _good
_average _very good (little use of dictionary)
5 If you do not know the meaning of all the words when reading in English, are you able to understand the gist of what you read?
_sometimes _no, I always need to use a dictionary
6 What was (or is) the purpose of your study?
_further study _forced to learn
Part 2 – PLEASURE READING HABITS: FREQUENCY AND PREFERENCE
7 In your leisure time, how often do you read books in your own language?
_at least once a week (or more often)
_sometimes (for example, during vacation periods)
_never, I prefer to do other things during my leisure time (skip to question n.9)
8 In the last 12 months, how many books have you read for pleasure in your own language?
9 How often do you read something in English for pleasure?
_at least once a week (or more often)
_sometimes (for example, during vacation periods)
10 What do you usually read in English during your leisure time?
When ranking your reading preferences, assign a "1" to the type of material you engage with most often, "2" to your second favorite, and "3" to the third For instance, if you frequently read the lyrics of pop and rock songs, you would categorize it as your top choice.
_books (novels or non-fictions)
11 In the last 12 months, how many books in English have you read for pleasure? _ 0
Part 3 – READING FOR PLEASURE IN ENGLISH: MOTIVATIONS AND OPINIONS
12 Would you like to read more books in English for pleasure than you do now? _definitely yes
_no, I‟m not interested in reading more in English (skip question n 13)
13 Why do you (or would you) read books in English for pleasure?
When considering the importance of reasons for reading English books, I rank them as follows: 1 I find reading in English personally rewarding, as it enhances my understanding and knowledge 2 I have confidence in reading English books, which boosts my motivation to engage with the material 3 I find reading in English fun, making the experience enjoyable and engaging.
14 Why don‟t you read more books in English for pleasure?
When considering the challenges of reading in English, the most significant reason is the lack of time due to university studies (1) Following closely is the difficulty stemming from a limited level of comprehension (2) Lastly, not knowing which books to read ranks third (3).
15 If you had access to interesting books that were suitable to your comprehension level, how many hours per week would you be willing to dedicate to reading in English?
16 Do you think reading books for pleasure in English is important?
17 Why do you think reading books for pleasure in English is important?
Ranking the reasons for the importance of learning English, I believe that acquiring a wider range of vocabulary is the most crucial, as it enhances communication skills (1) Following this, understanding other cultures plays a significant role in fostering global awareness and empathy (2) Lastly, the usefulness of English for my career is essential, as it opens up numerous professional opportunities (3).
Appendix C Four-point response scale for survey questionnaire
This survey seeks to understand the reading habits and attitudes of high school students towards pleasure reading in English Your responses to the following questions and statements are crucial for our research We greatly appreciate your participation, and rest assured that your identity will remain confidential and will not be discussed Thank you for your cooperation.
Instructions: Please answer the following questions and mark the space before the option that applied to you The questionnaire has 17 items
Part 1 – GENERAL INFORMATION AND BASELINE DATA SCORING
2 During your previous studies, did you have access to books in
English to read for pleasure?
3 In the past, were you ever encouraged to read for pleasure in
4 In reading for pleasure in English, how would you rate your comprehension level?
_low (wide use of dictionary 1
very good (little use of dictionary) 4
5 If you do not know the meaning of all the words when reading in English, are you able to understand the gist of what you read?
_no, I always need to use a dictionary 1
6 What was ( or is) the purpose of your study?
Part 2: PLEASURE READING HABITS: FREQUENCY AND PREFERENCE
7 In your leisure time, how often do you read books in your own language?
at least once a week ( or more often) 4
_sometimes (for example, during vacation periods) 2 _never, I prefer to do other things during my leisure time ( skip to question no.9)
8 In the last 12 months, how many books have you read for pleasure in your own language?
9 How often do you read something in English for pleasure?
_at least once a week ( or more often) 4
never (skip to question no.12) 1
10 What do you usually read in English during your leisure time? Rank according to what you read most frequently Write 1 for the type of reading material you read most frequently, 2 for the second, and 3 for the third
_lyrics of pop, rock songs 1
11 In the last 12 months, how many books in English have you read for pleasure
Part 3 – READING FOR PLEASURE IN ENGLISH: MOTIVATIONS AND OPINIONS
12 Would you like to read more books in English for pleasure than you do now?
no, I‟m not interested in read more in English (skip to question
13 Why do you (would you) read books in English for pleasure?
From the list below, rank at least three reasons in order of importance, write 1 for the most important reason, 2 for the second, 3 for the third
_ I have confidence in reading English books 4
_ I find reading in English useful 3
I find reading in English fun 2
I have easy access to English books 1
14 Why don‟t you read more books in English for pleasure?
1 It's too difficult because of my limited level of comprehension 2 I struggle to grasp complex concepts effectively 3 My understanding is hindered by a lack of foundational knowledge.
Many individuals face challenges in their reading habits due to various factors A significant reason is the lack of time caused by university studies and personal responsibilities, such as work and family commitments Additionally, some people struggle with knowing which books to choose, while others may not have access to English-language books Furthermore, a reluctance to read in English during leisure time can hinder their reading experience Overall, these factors contribute to the difficulties faced by readers today.
15 If you had access to interesting books that were suitable to your comprehension level, how many hours per week would you be willing to dedicate to reading in English?