Mixed-method research shows cognitive reading attitudes shape engagement in EFL students, suggesting enhanced literature classes.
The purpose of this study was to investigate southern Thai EFL university students’ reading attitudes towards English literary works. Participants were purposively sampled, and 21 undergraduates majoring in English in the 4th year participated. This research used a mixed-method design using a reading attitude questionnaire and semi-structured interviews. Descriptive statistics, factor analysis, and thematic content analysis were used. The findings indicated that cognitive reading attitudes became increasingly significant than the affective or conative domains as the students considered reading various English literary texts beneficial to their learning and interest. The study provided some pedagogical implications for literature classes based on improving students’ reading attitudes and literary interests.
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Choi et al. (2025) studied this question.