Exploring Factors Affecting Reading Culture of First-Year Students At A Selected Institution of Higher Learning In South Africa
Abstract
Prior research has shown that academic reading poses a significant challenge for university students. One of the primary explanations is the lack of a positive reading culture among university students. Several studies have demonstrated the positive and negative effects of various factors on reading cultures. Notably, some studies indicate that university students do not read books regularly, and their cultural surroundings discourage them from doing so, often due to inadequate libraries and a lack of role models. Therefore, the current study sought to diagnose the factors affecting the reading culture of students at a specific institution of higher learning. The study employed a qualitative research approach, with a phenomenological research design deemed relevant. A targeted sample of 65 respondents was selected to answer an open-ended questionnaire. Thematic analysis was utilized to analyze the collected data. The results revealed that university students’ reading culture was influenced by factors such as limited English vocabulary, poor reading comprehension, lack of reading interest, and time constraints. These findings are expected to raise lecturers' awareness of the factors affecting their students' reading culture. This knowledge is crucial as it can inform the development of thoughtful interventions aimed at fostering a positive reading culture among students. Additionally, the study provides data that could enhance English lecturers' understanding of the challenges affecting their students' reading habits.
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