Culminating Project Title
Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
John P. Madden
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
reading, reading in English, dislike reading, factors
A large number of students, all over the world, are coming to the United States to study and acquire a degree by using English. However, some of them do not like reading in English, which is crucial to them. Further, factors that affect their reading comprehension are of great importance. In this study, the researcher aimed to find out why some students did not like reading and what were the underlying components affecting their feelings towards reading. In order to do that, a questionnaire (30 question in total) and a semi-structured interview (10 questions in total) were used. Some of the items (Question 5, 12, 15, 16, 23, 26, and 27) of the questionnaire were adapted from Yamashita’s (2004) study. Other items were designed and written by the researcher. Ninety-six participants who did the questionnaire, were from an Intensive English Program and an English as a Second Language Program for University Students in a Midwest university of the United States. In addition, 5 out of 96 participants volunteered to do the interview. Five participants’ responses to 10 interview questions were transcribed and analyzed to get a better understanding of causes that influenced students’ feelings about reading.
The results suggest that there were some students did not like reading when vocabulary was difficult to understand, when the readings had nothing to do with real life English, when the reading amount for a course was a lot. Moreover, from the interviews, the results showed that students’ attitudes, strategies use and beliefs, purposes, and motivations were the factors that affected students’ feelings towards reading.
Geng, Rongqian, "The Underlying Components that Influence Reading Comprehension for English as a Second Language Learners" (2015). Culminating Projects in English. 41.