Elementary School Students’ Practices, Challenges, and Institutional Supports of Reading Culture in EFL Context
DOI:
https://doi.org/10.82112/ijssb.v2i2.50Keywords:
Reading culture, practices, challenges, institutional supportsAbstract
The purpose of this study is to examine elementary school reading practices, practices, the challenges the face, and the institutional support available. A descriptive survey research design was used by the investigator. For this study, 112 seventh-grade students were comprehensively included. The study also involved one librarian and two English teachers. Data were collected through questionnaires, interviews, and observation. Descriptive statistics, including mean scores and standard deviations, were used. The mean score and standard deviation were examined using descriptive statistics. Interview-based qualitative data were analyzed using content analysis and then described and interpreted to reinforce the conclusions. The grand mean of (M=2.58; SD=.673) indicates that students rarely engage in reading across most text types. Overall, students reported low levels of reading for all purposes. Significant obstacles include shortage of engaging books, a distracting or unsupportive reading environment, and absence of institutional support. Schools also lack programs and resources that promote reading, such as book clubs, competitions, and well-equipped library facilities. Extracurricular and incentive-based programs that boost kids' reading cultures are largely lacking.
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