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.
چکیده انگلیسی:
منابع و مأخذ:
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Cachero, C., Rico-Juan, J. R., & Macià, H. (2023). Influence of personality and modality on peer assessment evaluation perceptions using Machine Learning techniques. Expert Systems with Applications, 213, 119150.
Cardenas Canto, P., Dimitrova, V., Sherman, S., & Flint, S. W. (2024). Does personality matter: examining the value of personality insights for personalized nudges that encourage the selection of learning resources. Frontiers in Artificial Intelligence, 7, 1211142.
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Chandra, P. R. (2021). Reading Skill: A Key to the Development of Language Acquisition. The Creative launcher,6 (4), 176-186.
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Dong, T. H., Chen, S., & Tseng, W. T. (2024). The relationship between neuroticism and L2 anxiety: A meta-analysis. System, 123, 103293.
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Dornyei, Z. (2006). Individual differences in second language acquisition. AILA review, 19(1), 42-68.
Duffy, G. G. (1993). Rethinking strategy instruction: Four teachers' development and their low achievers' understandings. The Elementary School Journal, 93(3), 231-247.
Eddy, E. (2011). On the involvement of cognitive processes in the acquisition of English grammar by Slovak learners. Vydala:Univerzitnej knižnice PU.
Ehrman, M. E., & Dornyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Sage Publications.
Efendi, M. A. (2021). The Effectiveness of Using Jigsaw in Teaching Reading Comprehension across Different Personality. English Teaching Journal and Research: Journal of English Education, Literature, and Linguistics, 1(1), 41-50.
Fang, Z. (2023). Demystifying academic reading: A disciplinary literacy approach to reading across content areas. Taylor & Francis.
Fletcher-Campbell, F., Reid, G., & Soler, J. (Eds.). (2009). Understanding difficulties in literacy development: issues and concepts. London: Sage.
Furnham, A. (1999). The saving and spending habits of young people. Journal of Economic Psychology, 20(6), 677-697.
Furnham, A., & Cheng, H. (2024). The Big‐Five personality factors, cognitive ability, health, and social‐demographic indicators as independent predictors of self‐efficacy: A longitudinal study. Scandinavian Journal of Psychology, 65(1), 53-60.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of language and Social Psychology, 31(2), 197-211.
Godfrey, E., & Koutsouris, G. (2024). Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles. Educational Psychology in Practice, 40(2), 159-184.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological assessment, 4(1), 26.
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