Exploring the Role of English Language Teachers in Developing Reading Habits among Secondary School Students through Libraries

Abstract

Reading culture enables people to learn, grow, strive for personal betterment, and pursue innovative goals. The school library has a significant impact on its users' love of reading and serves as a source of inspiration. This study sought to understand how the secondary school section's pupils could develop a reading culture through the use of the school library. The goals were to research how secondary school students use the school library to establish their reading habits and how English language teachers can help students develop their reading habits. The network diagram of the variables' conceptual framework served as the study's compass. The research used a descriptive survey methodology. Conveniently, a school was chosen. In addition, 25 English teachers from the school were identified in order to collect information about how they help pupils develop good reading habits. A total of 80 students from secondary schools were employed in the sample, including 80 students chosen using purposive sampling in the Secondary Section. Both open-ended and closed-ended questionnaires were used to obtain the data. It was determined that students used the library to do their projects, do research, and take notes, but they also visited the library at a distinct time slot once a week when they could read and write reviews. English language teachers had a variety of responsibilities, such as encouraging pupils to read; proposing books to librarians from various genres, and helping students create in-class libraries. The conclusion is that because of their exam-focused curriculum, kids don't have enough time for leisure reading. As a result, schools should add more library time to their class schedules to encourage students to develop a reading habit.

EFL Students’ Reading Habits: A Study Towards the Use of Digital Tools Trends

“…Because reading habits are cultivated by repeating reading behavior, which is frequently done such that it becomes a new trait for students, this habit is generally examined in connection to the amount of reading content, the frequency of reading, and the average time spent reading; repetition is its key [14], [15]. Furthermore, good reading habits are indicated by continuity, fluency, accuracy, very enjoyable reading practice, reading frequency, good language skills, positive attitude towards language, being aware of and diligent in reading, having teachers who share a love of reading, and most importantly the motivation to read [16], [17]. On the other hand, bad reading habits can be considered as bad mental habits, which are identified as passive reading, aimless reading, and a decline in cultivating a reading culture.…”