Transferring L1 reading attitudes to EFL reading habits

Uslu, Mehmet Emin

doi:10.17263/jlls.712635

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…In this respect, in Sparks et al's (2012) study, L1 reading amount was the significant predictor of L2 proficiency and several L2 skills. Similarly, Artieda (2017) and Uslu (2020) found that strong L1 reading habits significantly contribute to learners' L2 achievement. Regular reading motivation and strong reading habits in L1 can significantly affect L2 reading habits and motivation (Iftanti,2015).…”

Section: Reading Habits In L1 and L2mentioning

confidence: 91%

A Study into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size

Toplu,

Erten

2023

Sustainable Multilingualism

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Summary The present study aimed to investigate the cross-linguistic effect of L1 vocabulary, reading motivation and habits on L2 vocabulary, reading motivation and habits. In this respect, proposing a model, the study aims to contribute to foreign language education and research. The data was collected through vocabulary size tests, reading motivational scales, and reading habits questionnaires from 490 participants from four different state universities. The proposed model was analyzed with the PLSSEM technique as the complex theoretical model suggested. The results revealed that L1 vocabulary size and reading efficacy were the two predictors of L2 vocabulary size; however, L1 vocabulary size was the best predictor. Whereas L1 reading habits explained L1 vocabulary size, L2 reading habits did not predict L2 vocabulary size. Although participants' most highly endorsed reading motivational dispositions in L1 and L2 differed, only intrinsic reading motivation explained reading habits in L1 and L2. Moreover, L1 reading motivation and habits statistically significantly predicted L2 reading motivation and habits. In this respect, the study suggests that L1 vocabulary size and reading habits are essential in developing L2 vocabulary size and reading habits.

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Section: Reading Habits In L1 and L2mentioning

confidence: 91%

A Study into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size

Toplu,

Erten

2023

Sustainable Multilingualism

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“…One of the elements influencing attitudes toward reading is EFL reading ability (Uslu, 2020). Active thought is required for reading comprehension (Mikulecky & Jeffries, 2007).…”

Section: Reading Comprehensionmentioning

confidence: 99%

A Closer Look on Student-Teachers’ Attitudes, Habits, and Their Comprehension Achievement toward Reading of Tertiary Level

Sartika

2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This study was aimed to find out (a) the existing phenomena of students’ reading attitudes, habit, and comprehension achievement, (b) whether or not there was significant correlation among the students’ reading attitudes, reading habits and their reading comprehension achievement, (c) whether or not there was contribution of students’ reading attitudes, reading habit and their reading comprehension achievement, (d) which variable gives the most contribution to the students’ reading comprehension achievement. The data were collected by distributing reading attitude and reading habit questionnaire and testing a reading comprehension for 313 students. The data were analyzed by Percentage analysis, Pearson Product Moment and Regression. The result showed that 1.6% students had very positive reading attitude, 95.9% students had positive reading attitude, 2.5% students had negative reading attitude. In reading habit, 23.1% students had very good reading habit, 72.3% students had good reading habit, and 4.6% students had average reading habit. There was a significant correlation between students’ reading attitude to their reading habit (.365 with sig .000). Significant correlation between either students’ reading attitude or reading habit and their reading comprehension achievement was not found. Based on their semester level, only the eighth semester students’ reading attitudes insignificantly correlate to their reading habits (.134 with sig .233). Meanwhile, only the fourth semester students’ reading attitudes correlate to their reading comprehension achievement (.290 with sig .011). In general, students’ reading attitudes contributed 13.3% to their reading habit. Finally 8.6% of the fourth semester students’ reading comprehension achievement was influenced by the combination of reading attitudes and reading habits.

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“…Reading is considered a necessary skill that can help the students achieve their academic achievement. Students with advanced reading skills will make greater progress in all other fields of learning (Uslu, 2020). Reading activity is often related to the term reading interest.…”

Section: Introductionmentioning

confidence: 99%

The Use of Infographic to Enhance EFL Students’ Reading Interest

Meialldy¹

2021

JoES

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This study was designed to review previous studies conducted by the other researchers related to the utilization of infographics to enhance the EFL students’ reading interest and design a scenario of utilizing the infographics in the classroom to enhance the students’ reading interest. The paper conducted library research to collect the data. Several studies that fulfilled the criteria were reviewed in the data collection. It was found that many other researchers found positive impacts from the utilization of infographics. It was also found that the utilization of infographics to enhance the students’ reading interest was not very difficult since the high development of technology nowadays can help teachers to design the infographic using software and online platforms easier. The last result found were the benefits acquired from the utilization of infographics, namely reducing the students’ boredom, increasing their will to read, and developing their ability to think critically and organize ideas.

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Transferring L1 reading attitudes to EFL reading habits

Cited by 5 publications

References 12 publications

A Study into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size

A Study into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size

A Closer Look on Student-Teachers’ Attitudes, Habits, and Their Comprehension Achievement toward Reading of Tertiary Level

The Use of Infographic to Enhance EFL Students’ Reading Interest

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