Exploring the Relationships through SEM: How Personality Shapes Reading Willingness and Comprehension
محورهای موضوعی : 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
کلید واژه: Individual differences, Willingness to read, Personality types, Reading Comprehension, Structural Equation Modelling,
چکیده مقاله :
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.
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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