A Study on Using the University Library and Reading Habits of Students: A Study on Tishk International University Students in Erbil, Iraq

Abstract

The library uses habits of the students and their choices what to read change dramatically from student to student. Reading habits of newspapers are indicated very low in statistics, while reading habits of books were relatively much higher. In addition, the habits of library use are different, so the underlying reasons should be delved into. The aim of this study is to reveal the use of the university library and reading habits of Tishk International University Education Faculty students. 200 students who were randomly chosen from 530 students from different departments of the Faculty participated in this survey voluntarily. Descriptive and correlational research model was used in the study. In the analysis of the data, the questionnaire technique and the “chi-square test” was used. According to the results of the study; students’ use of the university library and reading habits were found to be high (strong habits). On the other hand, it was concluded that students’ newspaper reading habits were lower than those of reading books. Students who think that they have not read enough books, magazines and similar reading sources have cited the problem of not finding time as a reason and the lack of the printed media and publishing in the country. In addition, it is clear that students with a high frequency of library use have academic success and a strong reading habit. On the other hand, no significant relationship was found between the frequency of reading the books and the levels of income and the level of education of parents.

Effectiveness of Students’ Use of Library: A Case of Public Secondary Schools in Ilala District, Tanzania

“…According to Celik (2019), who referenced Andrews (1903), a habit is a more or less established manner of thinking, feeling, or acting that is developed by prior repetition of a mental event. Shen (2006) describes readers' reading habits, including how frequently, how much and what they read.…”

“…Shen (2006) describes readers' reading habits, including how frequently, how much and what they read. As a result of the individual's perception of reading as a source of requirement and enjoyment, the habit of reading is the realization of reading activity constantly and routinely in a critical manner (Celik, 2019). Reading habits are determined by how much, how frequently, when, and what a person reads, according to Rosli et al (2017).…”

“…Despite the importance of libraries in enhancing reading habits among students, reviewed worldwide studies have reported unsatisfactory reading habits by students (Mulauzi & Mwansa, 2014;Kutay, 2014;Lulu-Pokubo and Akanwa, 2017;and Celik, 2019). The situation is reported to be more intense in developing countries, Tanzania being among them (Wema, 2018).…”

The Views of Instructors in Foreign Language Teaching with Distance Education Model during the Covid 19 Pandemic Process: A Study at Tishk International University in Erbil, Iraq

“…According to him, the learning event that people cannot communicate instantly is defined as asynchronous (via asynchronous distance education) learning and there are examples such as self-learning through video presentations, video-recorded lectures, discussion groups, e-mails and tools such as the internet or CD. Via synchronous distance education can also be defined as a virtual classroom platform where teachers and students come together independently of time and place by communicating simultaneously through video, written and audio, thanks to various methods such as chat, video conference, and web conferences (Othman et al, 2021;Phelps, & Vlachopoulos, 2020;Celik, 2019;Malinovski et al, 2014;Wang, 2004;King et al, 2001).…”

Prospective Foreign Language Teacher Candidates’ Views on the Use of Communication Technologies in Foreign Language Education and Their Self-Efficacy Beliefs: Case of Erbil, Iraq

“…It provides students with multiple learning environments with the use of information technologies and communication techniques both inside and outside of the classroom to acquire these four basic skills. A foreign language learner can access various types of text written in a foreign language visually and audibly through computer, increase vocabulary, interactively perform rich grammar exercises, see the pronunciation of a word and use examples in a sentence, make use of translation programs, chat friend in improving communication skills, improve their linguistic competence in less time by accessing scientific publications in libraries, read and listen to news in foreign languages (Celik, 2019;Sysoyev & Evstigneev, 2014;Ghasemi & Hashemi, 2011). From a psychological perspective, communication technologies provide an individual with a free learning environment.…”