Efl Pre-Service Teachers’ Attitudes Toward Reading For Pleasure: A Qualitative Study

Abstract

This study focused on the thoughts, emotions, and behaviors of pre-service teachers toward reading for pleasure in order to figure out their attitudes towards reading for pleasure. Data was gathered through interviews with the participants, pre-service teachers who were in their eighth semester. The findings showed that pre-service teachers have favorable opinions regarding reading for pleasure and saw it as an entertaining, enjoyable, and calming activity. They value having the freedom to select their own reading content and enjoying reading on an emotional level. The study also emphasized the emotional advantages of reading for pleasure, including mood enhancement and emotional well-being. While reading, the participants displayed a variety of emotions, including joy, sorrow, and rage. The study stressed the significance of individual autonomy and choice in cultivating a favorable attitude toward reading for pleasure. The accessibility of the materials was also found to be important, with participants favoring printed resources over online ones due to technical issues and limited internet connection. The study did, however, have some drawbacks, such as a small sample size and dependence on self-reported data. The attitudes of pre-service teachers regarding reading for pleasure in various circumstances should be explored in further research, as well as the long-term impacts on their professional growth. The study's findings, which highlighted the value of autonomy, emotional engagement, and personal choice in cultivating a good attitude toward reading for pleasure, provided insightful information about the beliefs and practices of pre-service teachers regarding reading for pleasure. Keywords: Reading For Pleasure, Pre-Service Teacher, Attitudes