Reading Habits and their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools

Abstract

Reading is a complex process that involves cognitive, physical, intellectual, cultural, and linguistic processes. Research shows that learners who read extensively tend to accomplish a high level of academic achievement. In Malaysia, the educational goal has shifted from simply forming literate citizens to nurturing a well-educated and intellectual society. Promoting efficient reading habits can be an effective approach to realizing this goal. This study, therefore, aims to examine reading habits and ascertain their correlation with reading achievement among final-year English as a Second Language (ESL) learners in selected Malaysian secondary schools. The study utilized a cross-sectional survey in which data were gathered from a sample of 351 ESL learners using questionnaires and written tests as data-gathering instruments. The analysis was conducted by means of descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed a significant relationship between ESL learners’ reading habits and their reading achievement. Additionally, ESL learners’ reading habits contribute significantly to their reading achievement. These findings highlight the significance of reading habits in determining ESL learners’ reading achievement itself. However, this study is limited to reading habits and reading achievement among students in selected secondary schools. Thus, further research may replicate this study in the context of computer-assisted or blended learning.