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Article Type: Original Research

Exploring the Relationships through SEM: How Personality Shapes Reading Willingness and Comprehension

Subject Areas : Assessment and evaluation in second language teaching

Zahra Zohoorian ¹ , Sahar Khazaee ² , Abouzar Houshmand ³

1 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
3 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran

Received: 2024-09-02 Accepted : 2024-10-20 Published : 2024-10-06

Keywords: Individual differences, Willingness to read, Personality types, Reading Comprehension, Structural Equation Modelling,

Abstract :

This study aimed to investigate the interrelationships among willingness to read (WTR), personality types, and reading comprehension. To carry out this survey study, a total of 228 BA English major students were randomly selected through convenience sampling. For the measurement of the study variables, the Willingness to Read questionnaire, personality types inventory, as well as the reading section of the Preliminary English Test were employed. To test the hypothesized model, structural equation modeling was used. After confirming the hypothesized model, the researchers concluded that the proposed model had an acceptable fit with the empirical data. Based on the findings, it was concluded that willingness to read is a significant positive predictor of reading comprehension. Additionally, two direct positive and significant paths leading from the constructs of agreeableness and extroversion to learners' willingness to read were observed. Furthermore, the neuroticism construct was found to be a significant negative predictor of willingness to read. Based on the findings, teachers are advised to play an important role in establishing a supportive communicative environment in classes where reading is encouraged. This can be achieved through the implementation of suitable strategies and methods that take into consideration the learners' differences.

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Full-Text:

Volume 1, Issue 1 (JSLP 2024)

Contents lists available at JSLP

Journal of Second Language Pedagogy

Journal homepage: https://www.sanad.iau.ir/journal/jslp

Exploring the Relationships through SEM: How Personality Shapes Reading Willingness and Reading Comprehension

Zahra Zohoorian*1, Sahar Khazaee1, Abouzar Houshmand1

1 Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran

*Corresponding Author’s Email: marjan.zohoorian@yahoo.com

KEY TERMS

ABSTRACT

Individual differences

Willingness to read

Personality types

Reading Comprehension

Structural Equation Modelling

ARTICLE TYPE

Original Research Paper

Received:	2 September 2024
Revised:	19 September 2024
Accepted:	20 October 2024
Published Online:	30 October 2024

1. Introduction

Individual learner characteristics such as personal attributes, backgrounds, and even beliefs are essential features in acquiring a language. These can impact language learning and may play a significant role in shaping their progress and success (Eddy, 2011; Li & Han, 2024). There are numerous dimensions of learner differences that are confirmed to be effective in the way students learn foreign languages, perform in a real language use situation, and finally achieve different levels of success (Habók & Magyar, 2020; Kormos & Smith, 2023). Dornyei (2005) states that individual differences (IDs) are the most constant predictors of learning achievement. Among all the factors believed to be in the category of IDs, personality is counted as an organized part of the background "noise" in Second Language Acquisition (Dornyei, 2005) which entails the unique patterns of individuals (Revelle, 2007). Accordingly, in education, personality types have always been an essential area of research for pedagogics and educational psychologists (Godfrey & Koutsouris, 2024).

As for the required skills, reading plays a fundamental role in language teaching and learning generally (Chandra, 2021; Richards & Rodgers, 2014) to the extent that reading is regarded as the basis of all knowledge (Alderson, 2000). In settings where students need to read English materials related to their particular subject, reading skill makes an important contribution. More specifically, reading seems to be an essential skill in the attempt to gain different sources of knowledge at the university level (Knezevic & Halupka, 2015; Pretorius, 2002; Yilmaz, 2012,). Furthermore, reading has a large part in academic success (Lynam, et al., 2024). It is the only readily available source of exposure to the target language (Celce-Murcia & Olshtain, 2000), especially in foreign language teaching where students live in the non-English speaking contexts (Kheirzadeh & Tavakoli, 2012).

Considering the importance of the reading skill as well as personality as a human factor in language teaching and learning, several researchers have made attempts to study the relationships from different perspectives. According to some contemporary studies, there exists a correlation between personality types and reading comprehension ability (Sadeghi, et al., 2011; Safdarian, et al., 2014).

One of the vital factors that is correlated with reading is willingness to read (Anggraeni & Yuliana, 2024). To such an extent that, a learner without this cannot become a reader (Cambria, et al., 2010). According to Fletcher-Campbell, et al. (2009), skilled individual readers can extract meaning from printed text precisely and efficiently. As such, willingness to read (WTR), as a component of the willingness to communicate (WTC) construct, may represent the same psychological preparedness to use the L2 when there is an opportunity (Khajavy, et al., 2016). WTC has been examined by many second/foreign language investigators (e.g. Cao, 2011, 2014; Ghonsooly, et al., 2012; Khajavy, et al., 2016; Peng, 2015; Peng & Woodrow, 2010). Considering personality and WTC research, the literature suggests a significant relationship in a second language (Oz, 2014).

Also, in terms of the psychological context for WTC in English, it is believed that the Big Five personality factors, as the critical predicting elements, have an impact (Buljan & Mlačić, 2024; Oz, et al., 2015). The Big Five factors, including conscientiousness, neuroticism, extroversion, agreeableness, and openness to experience, are among the basic dimensions of personality, the main important ways in which individuals differ in their enduring emotional, interpersonal, experiential, attitudinal, and motivational styles (McCrae & Costa, 1992). In education, personality types have always been an essential area of research for educators and educational psychologists alike (Mustoip, et al., 2024; Nirokar, et al., 2024; Safdarian, et al., 2014). While the important functions of personality traits and willingness to read in reading success are highlighted in the literature, there seems to be a lack of studies to find the personality and willingness to read predictors of reading success.

2. Literature Review

Research has emphasized the significance of individual differences in the context of second language acquisition (Doörnyei, 2005, 2006; Khajavy & Aghaee, 2024; Teng, 2024). Individual differences meaningfully affect human thinking and behaviour, and investigators have, therefore, proved the relationship between the variation in language learning outcomes and various learner characteristics (Hiver, et al., 2024; Dörnyei, 2005, 2006; Oz, 2014; Piniel, 2024) as well as achievements (Ozer & Benet-Martinez, 2006). The following sections entail the description of the study variables, including personality types, willingness to read, and reading comprehension.

2.1 Personality Types

In every field of study associated with human characteristics, personality is instrumental in determining the preference for one modality over another for performing an action (Cachero, et al., 2023; Coenen, et al., 2021; Ehrman & Dornyei, 1998).

The groundwork for the big factors goes back to the research by Allport and Odbert (1936). They gathered descriptions "to distinguish the behavior of one human being from that of another" (p.24) and offered some classifications, one of which was personality traits. Literature demonstrates that personality is linked to learning styles, and learning is often reliant on reading skills. Thus, it is reasonable to assume a relationship between personality and reading comprehension (Efendi, 2021; Gray, 1999; Husain, et al., 2024; Ulin, 2020). Additionally, many learners attribute their failure in reading tests to the difficulty of reading comprehension texts, but some reasons can be traced back to emotional variables, including personality, which is of utmost significance (Chou, 2021; Zaccoletti, et al., 2020).

Other researchers (Tupes & Christal, 1961) reevaluated the data gathered to establish the basis for a five-factor model of personality. The factors identified were agreeableness, emotional stability, dependability, surgency, and culture. Later, other investigators also provided support for the model (Norman, 1963; Smith, 1967; Hakel, 1974). Furthermore, Norman (1963) adapted the factors' names as conscientiousness, extraversion or surgency, culture (openness), emotional steadiness, and agreeableness, which were named the "Normans' Big Five." Other researchers confirmed the validity of the model (Norman & Goldberg, 1966). There are arguments about the terminology and the explanation of factors. Today, many researchers consider that there are five main personality traits.

Thus, the Big Five provides a useful classification of personality that predicts key life outcomes, such as achievement in school and work, physical and mental health, and social behavior (Furnham & Cheng, 2024; Nießen, et al., 2002; Ozer & Benet-Martinez, 2006). There are different variations of the Big Five. Two of these forms were defined and established by Goldberg (1981, 1990) and McCrae and Costa (1992). However, Goldberg's (1981, 1990) role is significant in defining the personality factors that are represented by different personality traits found in natural language. Goldberg's investigation in this area (1992) is of utmost importance due to its comprehensiveness. Goldberg labeled the factors in his model as intellect, agreeableness, emotional stability, surgency (extraversion), and conscientiousness. He also provided inventories (consisting of 50 and 100 items) to assess traits associated with the five factors. Not having reached an agreement on the five factors, McCrae and Costa (1992) studied the prominent aspects of personality. Later, their research focused on examining the personality dimensions that were not clearly described. They named the five factors in their model as: Agreeableness, Extraversion, Openness to experience, Conscientiousness, and Neuroticism. The significant measurement of these five factors is the renamed NEO inventory by McCrae and Costa (1992), which evaluates different personality factors and traits. Since the 1990s, there has been a growing interest in understanding how personality impacts academic success, and a consensus has been reached in their definitions. The descriptions of the five factors are consistent with other scholars as follows:

Conscientiousness describes individuals as being "strong-willed, determined, reliable, competent, disciplined, organized, and responsible" (McCrae & Costa, 1996). Individuals with high scores in this aspect are reliable and accountable, while individuals with low scores are undependable and messy (Robbins, et al., 2009). Conscientious individuals may have a need for achievement (Thomas & Segal, 2006; Meyer, et al., 2024; Sparfeldt & Schwabe, 2024).

Extraversion defines people who are "outgoing, sociable, bold, energetic, assertive, active, and adventurous" (McCrae & Costa, 1996). An extrovert seeks excitement to experience positive feelings. Extraverts' sociability is a result of their sensitivity to reward (Chia & Tan, 2024). This implies that extraverts find social situations satisfying. Consequently, "they engage in more social behavior as a means of satisfying their reward need" (Thomas & Segal, 2006, p. 52).

Agreeable individuals are "flexible, cooperative, sympathetic, helpful, courteous, modest, and compliant" (McCrae & Costa, 1996). Those with a high level of agreeableness are perceived as helpful, trusting, and sincere, while those with low scores in this category are unpleasant and unfriendly (Parks, 2024; Robbins et al., 2009). Agreeable individuals may not always say yes and agree to everything (Bahri, et al., 2020)

Neurotic people are emotionally stable and can handle stress, while also not being impulsive (McCrae & Costa, 1996; Nilsen, et al., 2024). Characteristics associated with positive emotional stability include self-confidence and calmness, whereas being depressed, anxious, and worried are associated with a high negative score (Dong, et al., 2024; Karamitrou, et al., 2024; Robbins et al., 2009).

Openness to experience describes a person who is "aesthetic, imaginative, curious, sensitive, and eccentric" (McCrae & Costa, 1996). This category of personality focuses on an individual's range of interests. Accordingly, based on these descriptions, it is believed that all traits and features can be categorized under openness to experience (Shaver, 2024).

2.2 Willingness to Read

In the present study, Willingness to Read is a construct of WTC (Khajavy, et al., 2016). According to McIntyre and his colleagues WTR is readiness to read a text given the choice and opportunity (Khajavy, et al., 2016). Despite all the commonalities such as the ‘readiness to start a behavior’, WTR and WTC can be different in that one is productive while the other is receptive. Thus, the sources of willingness for communication which may mean speaking can be different from that of reading (Khajavy & Ghonsooly, 2017).

Though WTR is believed to be influential in the learning process as a substantial part of our learning is dependent on our reading (Borsipour Golkhatmi, et al., 2020), there is not much research on it. Among few studies done in the area, Khajavy and Ghonsooli (2017) focusing on possible selves and self-confidence highlight that “L2 learning experience, ideal L2 self, and communication confidence positively and significantly predicted WTR, and L2 learning experience was the strongest predictor of WTR” (p.1). While WTR can be a construct of WTC, a pyramid construct of L2 WTC comprises both characteristic and situational aspects (MacIntyre, et al., 1998; MacIntyre & Legatto, 2010). These aspects incorporate different psychological, contextual, and linguistic variables. Consequently, as a personality attribute there might exist some correspondence between personality types as traits and this construct.

2.3 Reading Comprehension

Reading is considered as one of the most essential academic skills (Devi & Suroto, 2024). In spite of the prominence of reading, it is a problematic area for many students. And this seems true even if the learners have an extensive linguistic knowledge; consequently, it might be suggested that there are some other factors involved in the process of reading comprehension (Bagheri & Faghih, 2012). Reading comprehension as an unrestricted foundation of information has been one of the significant elements in second/foreign language tests. It also contributes to both educational and professional life of many learners (Alfassi, 2004; AlKialbi, 2015; Zhang, 2008). This skill is described as the practice of constructing meaning by using a variety of intricate procedures that include language, word understanding, word familiarity, and fluency (Allen & McNamara, 2020; Cain, et al., 2004; Fang, 2023; Nuzzaci, et al., 2020).

Second language (L2) reading is a multifaceted intricate process in that it engages the interaction of a wide range of elements (Kushki & Nassaji, 2024; Lane & Kennedy, 2024). As a result, though most of the reviews on L2 reading investigation start with an effort to answer the question ‘what is reading’, almost all of them continue to state that it is such a multifaceted notion that no description of reading, which is obviously stated, empirically supported and hypothetically unquestionable, has been presented (e.g. Aebersold, & Field, 1997; Alderson, 2000; Bernhardt, 1991; Grabe & Stoller, 2002).

Grabe (2009) asserts that a correct description of reading will require to explain what fluent readers do when they read, what processes are employed by them, and how these procedures work together to make a general concept of reading. By considering that no single statement could confine the difficulty of reading, Grabe (2009) notes that, reading could be conjured as a multifaceted arrangement of procedures – procedures that are speedy, professional, interactive, tactical, flexible, evaluative, decisive, comprehending, learning, and linguistic (p. 14). Reading researchers carry out different studies to clarify how the reader and the text elements interrelate and how this interaction leads in reading comprehension to pave the way for the conceptualization of numerous reading models, each focusing on different features of reading (Ferris & Hedgcock, 2023; Minaabad & Khoshkholgh, 2012).

A student with skill may be proficient, but lacking the willingness, cannot become a reader (Cambria, et al., 2010). It is her/his will influence that governs whether she reads extensively and regularly and grows into a student who appreciates and benefits literacy. Therefore, motivation is considered as the other half of reading (Cambria et al, 2010; Mason, et al., 2023; Talwar, et al., 2023; van der Sande, et al., 2023).

There is currently a growing concentration on the active role of readers in the reading process. It is the reader who employs the knowledge to comprehend texts. One important aspect that a reader brings to the text is reading strategies. According to Duffy (1993), such strategies help readers deal with challenges when trying to derive meaning from texts. Readers use such strategies to enhance their comprehension and address any difficulties they might face (Vahdat et al., 2016). Moreover, reading comprehension is defined as the capacity to decide how and where to utilize reading resources efficiently in order to achieve the reading goal in a given comprehension situation (Wagner & Sternberg, 1987; Knoll, 2000). This highlights the significance of individual differences as well as the personality traits of the readers.

2.4 The Proposed Model of the Study

Reading comprehension is a fundamental factor in language skill and has a basic significance in academic places (Yilmaz, 2012). Considering personality as another important factor in learning a language, it seems that the relationship between these two has been untouched in this context.

However, much of the research on WTC is focused on speaking (Ghonsooly, et al., 2012; Khajavy et al. 2016; Oz, et al., 2015; Peng & Woodrow, 2010). Still, WTC is not limited merely to speaking, and it comprises other skills as well, including reading (MacIntyre, et al. 1998; MacIntyre, 2007; Khajavy et al, 2016). It is conceivable that a student may be willing to speak in English, but not to read in English (Khajavy et al, 2016). While most of the research has focused on WTC (e.g. Baghaei, 2013, Ghoonsoly, Khajavy & Asadpour, 2012), few studies have examined the relationship of WTR with personality types and reading comprehension.

To propose the hypothesized model for the present study, a careful review of the literature was done. According to Byrne (2010), model specification is based on the knowledge of the theory, empirical research or both of them. Thus, for the present study, the justification for this model’s specification is mostly based on the previous studies on WTR and personality type. A review of the recent studies demonstrates that personality types and reading comprehension are correlated with each other (Husain, et al., 2024; Sadeghi et al, 2011; Safdarian et al, 2014; Samosir, et al., 2023). Also, a relationship between some dominants of the personality types and willingness to read is reported (Cardenas Canto, et al., 2023; Khajavy, et al., 2016).

This study involves seven latent variables, each consisting of observed variables. It was assumed that five types of personality and the level of WTR predict the learners’ reading scores. The following figure (Figure 1) demonstrates the proposed model of the present study.

$D:\elmi\soroor\arshad\results\khazaee\hypo.modell.PNG$

Figure 1 The proposed model of the study

Note: Ex. =Extroversion, Ag. =Agreeableness, Con. =Conscientiousness, Neur. =Neuroticism, Op=Openness to Experience, and WTR= Willingness to read.

3. Methodology

The current study was a cross-sectional survey. It is the most general type of survey design that is applied in education (Creswell, 2012). To test the proposed model, structural equation modelling (SEM) was run. SEM as a robust statistical procedure combines factor analysis and regression. A key benefit of SEM over multiple regression is incorporating the latent variables. Thus, each latent variable is characterized by multiple observed variables (Khajavy et al., 2016).

3.1 Participants and Setting

The target population for the present study included BA TEFL majoring students in Iran. purposeful convenience procedure was employed to collect data. The 228 samples included both females and males from different universities. The age range of the participants was between 18 and 25. However, it needs to be mentioned that 350 questionnaires and reading tests were distributed among the students and 228 questionnaires and tests were returned by the participants (122 questionnaires were not returned) which means that based on the return rate formula calculation the return rate was 65.14% for this study.

3.2 Instrumentation

To measure the students’ willingness to read, Khajav et al (2016) WTR questionnaire was adapted. It is a six-item questionnaire comprising of 6-point Likert scale that ranged from 1 (never) to six (always). The internal reliability of this instrument is reported as 0.86. The validity of the WTR questionnaire was reported by Khajavy et al. (2016).

To determine the students’ personality type, Khormaee’s 2014 inventory was used. It includes 21 items concerning the five domains of the personality encompassing extraversion, agreeableness, openness, neuroticism, and conscientiousness. Every domain is assessed through four items, except for the extraversion that is assessed by five items. The reported internal consistencies of these subscales were as follows based on Khormaee (2014): extraversion (=.80), agreeableness (= .79), openness (= .87), consciousness (= .72), and neuroticism (= .88). Each item was based on the participants’ views on a five- point Likert scale including disagree, slightly disagree, neutral, slightly agree and agree. The validity of the five-factor personality type questionnaire was reported by Khormaee (2014).

To assess the students’ reading comprehension ability, the reading section of the standard PET was used. This test includes 35 items each of which carries one mark. It has five sections; the first section includes five items which are multiple choice and the second part has five items and there are letters from A to H which have to be matched with the numbers of items. The third part has 10 items based on the true/false format. The last part includes five items which are multiple choice. This test measured the level and knowledge of the students in reading.

4. Data Analysis

In order to investigate the structural relationships, the proposed model as illustrated in Figure 1, was assessed through Amos 24. A number of fit indices were analyzed to conclude the adequacy of the model fit. To do so the chi-square must not be significant and also the ratio of chi-square to degree of freedom should be below 2 or 3. Moreover, the Normed Fit Index (NFI), Goodness of Fit Index (GFI), as well as Comparative Fit Index (CFI) should all exceed a threshold of .90. Furthermore, the Root Mean Square Error of Approximation (RMSEA) must preferably be around .06 or .07 as stated by Schreiber et al. (2006).

Some modifications were made to the model as some measurement models had no data adequacy. Accordingly, two non-significant paths were removed. Error terms of two agreeableness items (2 and 7) were correlated because each pair of these items referred to the same content. The Goodness of fit indices before and after modification can be seen in Table 1.

As is demonstrated in Table 1, the chi-square value (1450.11), the chi-square/df ratio (3.03), GFI (.90), CFI (.90), and RMSEA (.08), lie within the acceptable fit thresholds. Therefore, it can be concluded that the suggested model aligned well with the empirical data.

Table 1

Goodness of Fit Indices

	X2	df	X2/df	GFI	CFI	RMSEA
Acceptable fit			<3	>.90	>.90	<.08
Model	1450.11	478	3.03	.89	.88	.08
Revised model	1380.15	462	2.98	.92	.90	.07

Figure 2 is a demonstration of the strength of the causal relationships between the variables. The relationships are found based on the standardized estimates (beta coefficients (β)) as obtained through the analysis of standardized independent variables. The magnitude of the coefficients reveals the association between independent variables and the dependent variable. This shows the predictive power of the independent variable. Also, it shows the effect size. It needs to be mentioned that a higher magnitude of the standardized estimate confirms a stronger correlation and predictive power. The schematic representation that follows (Figure 2) highlights the relationships among personality type, willingness to read, and reading comprehension scores.

$D:\elmi\soroor\arshad\results\khazaee\newww.PNG$

Figure 2 The representation of the relationships among variables

Note: Ex. =Extroversion, Ag. =Agreeableness, Con. =Conscientiousness, Neur. =Neuroticism, Op=Openness to Experience, and WTR= Willingness to read.

To answer the first research question concerning the possible relationship between willingness to read and reading comprehension scores, SEM was conducted. As indicated in Figure 2, willingness to read is a positive significant predictor of their reading comprehension scores (β= .19, p<0.01). In addition, Pearson correlation analysis indicate that there is a moderate positive significant relationship between learners’ willingness to read and their reading comprehension scores. Table 2 summarizes the results of correlational analysis.

Table 2

Correlation between students’ WTR and reading comprehension scores

		Reading
WTR	Pearson Correlation	.35**
	Sig. (2-tailed)	.00
	N	228

**Correlation is significant at the level of 0.01

As Table 2 depicts, there is a moderate positive significant relationship between learners’ willingness to read and their reading comprehension scores (r=.35, p<.01).

To answer the second research question concerning the possible relationship between willingness to read and personality type, the results of SEM revealed two direct positive and significant paths leading from agreeableness (β= .18, p<0.01) and extroversion (β= .42, p<0.01) to learners’ willingness to read. Besides, neuroticism was a significant negative predictor of willingness to read (β= -.13, p<0.05). However, no significant path was found between openness (β= .12, p=.211), conciseness (β= .15, p=.137) and willingness to read (β= .19, p<0.05). The non-significant paths (from openness and conciseness to WTR) were deleted.

Additionally, Pearson correlation analysis indicated that WTR correlated positively and moderately with two sub-factors of personality types. Table 3 presents the statistical results.

Table 3

Correlation between students’ willingness to read and personality type

	1	2	3	4	5	6
1. Extroversion	1.00
2. Agreeableness	.35**	1.00
3. Conscientiousness	.15*	.15*	1.00
4. Neuroticism	-.32**	-.25**	-.10	1.00
5. Openness to Experience	.34**	.29**	.30**	-.20**	1.00
6. WTR	.49**	.26**	.09	-.22**	.10	1.00

**Correlation is significant at the level of 0.01

*Correlation is significant at the level of 0.05

As Table 3 illustrates, among the five sub-factors of personality types, Extroversion has the highest correlation (r=.49, p<.01). In addition, there is a weak positive and significant relationship between Agreeableness and WTR (r=.35, p<.01), and a weak negative significant relationship between Neuroticism and WTR (r=-.32, p<.01). However, there is no significant relationship between Conscientiousness (r=.15, p=110), Openness to Experience (r=.34, p<.01), and WTR.

To answer the last research question concerning the possible relationship between reading scores and personality type, again SEM was conducted. As indicated in Figure 2, all the five sub-factors of personality type, except Neuroticism, are positive significant predictors of the reading scores: Extroversion (β= .22, p<0.01), Agreeableness (β= .23, p<0.01), Conscientiousness (β= .15, p<0.05), Neuroticism (β= -.14, p<0.05), and Openness to Experience (β= .12, p<0.05). Table 4 displays the results of correlation.

Table 4

Correlation between students’ reading score and personality type

	1	2	3	4	5	6
1. Extroversion	1.00
2. Agreeableness	.35**	1.00
3. Conscientiousness	.15*	.156*	1.00
4. Neuroticism	-.32**	-.25**	-.104	1.00
5. Openness to Experience	.34**	.29**	.30**	-.20**	1.00
6. Reading score	.35**	.35**	.19*	-.25**	.17*	1.00

**Correlation is significant at the level of 0.01

*Correlation is significant at the level of 0.05

As the data in Table 4 shows, among the five sub-factors of personality types, Extroversion has the highest correlation (r=.35, p<.01) with the reading score. In addition, there is a moderate positive and significant relationship between Agreeableness and reading score (r=.35, p<.01), and a weak positive significant relationship between Conscientiousness (r=15, p<.05), Openness to Experience (r=34, p<.05) and reading score. However, a negative significant relationship between Neuroticism and reading scores can be observed (r=-.32, p=.000).

5. Discussion and Conclusion

The present study findings confirmed a moderate positive significant relationship between EFL learners’ willingness to read and their reading comprehension scores. Other resaercers (Cambria et al, 2010; Mason, et al., 2023; Talwar, et al., 2023; van der Sande, et al., 2023) have also highlighted this fact in the literature related to the reading skill. Among the five sub factors of personality types, the highest correlation was found between extroversion and willingness to read. This finding is in line with Omidvari, et al., (2016) and Nurianfar, et al. (2014). Moreover, Brown (1973) had stated that perhaps a correlation could be observed between extroversion and reading comprehension.

In addition, there were weak positive and significant relationships between agreeableness and WTR, and a weak negative significant relationship was found between neuroticism and WTR. However, no significant relationships were found among conscientiousness, openness, and WTR. Among the five sub factors of personality types, the highest correlation existed between extroversion and reading. Also, a moderate positive and significant relationship was between agreeableness and reading score, and weak positive significant relationships were between conscientiousness, openness and reading score. However, a negative significant relationship was between neuroticism and reading score. A moderate significant positive relationship was found among extraversion, openness, agreeableness, consciousness and WTR. In addition, there was a slight correlation between neuroticism and WTR. Neuroticism negatively correlated with WTR. Furthermore, all types of personalities, except for neuroticism, as well as reading comprehension showed a positive significant relationship with WTR.

Similar findings are reported by other researchers. During 1970s, Millot and Cranney (1976) conducted a study to observe the associations between personality type and learning style in relation to reading comprehension. The conclusions demonstrated that there was a significant relationship among these variables. On the other hand, Busch (1982) in a study employing the Eysenck Personality Questionnaire observed a significant correlation between the participants’ introversion personality type preference and their reading performance.

Personality as an imperative individual difference that directs behavior and donates to the social forms of viewpoint, performance, and emotion should be considered by both teachers and language learners (Phares, 1991). Accordingly, teachers have an important role in establishing a supportive communicative environment in class that encourages reading. It is significant that teachers attend to the dominant personality types of the learners while they decide to apply their classroom techniques, strategies, and approaches. By means of suitable strategies and methods, considering the learner’ differences, teachers can generate and improve learners’ WTR and reading comprehension. By conducting classroom activities which call for more enthusiasm, collaboration, imagination, and responsibility teachers can trigger WTR and reading comprehension in extrovert, open, and thorough learners. Likewise, the learners’ anxiety as a fundamental feature of neuroticism should be reduced through providing a more comforting classroom situation in which their chance for reading is improved because the lack of practice in reading can deter learners from recognizing themselves to be proficient and knowledgeable readers of English and it enhances anxiety among learners which can in turn reduce their WTC. By considering individual differences in learners, teachers can understand which learners are less willing to read, as an instance an anxious person who is not willing to read, and by considering these factors, teachers can support the improvement and encouragement or find a technique to aid the unwilling students.

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Exploring the Relationships through SEM: How Personality Shapes Reading Willingness and Comprehension