The effects of leisure-time activities on reading comprehension and attitudes towards reading

The purpose of this research, in which attitudes towards reading in English and reading comprehension achievement of the preparatory class students were studied comparatively according to the frequencies of their participation in leisure-time activities, is to try to define the effects of a variety of leisure-time activities on reading comprehension and attitudes towards reading.The research is descriptive since it aims to define the attitudes towards reading in English and reading comprehension achievement according to the frequencies of participation in leisure-time activities. The sample group of the research was chosen among intermediate level students attending English preparatory classes of Dokuz Eylul University School of Foreign Languages. The number of students chosen for the sample group is 306.Data of the research were collected through Leisure-time Activities Questionnaire, English Reading Comprehension Test and Attitudes towards Reading in English Scale. Mean, standard deviation, t test, analysis of variance and Scheffé tests were utilized in data analysis.Research results indicated that there was no statistically significant difference between the attitudes towards reading in English and reading comprehension achievement of students according to their genders, the types of the high schools they have graduated from, the faculties they are going to attend and whether they are attending day or night classes. In addition, the students who reported that they frequently read, are engaged in art, utilize websites in English on the Internet, use the Internet to improve reading skills, watch foreign films in their original language and without subtitles and prefer TV channels in English had more positive attitudes towards reading in English. Besides, the students who reported that they frequently read a newspaper, follow a scientific journal, prefer foreign films dubbed into Turkish and attend scientific meetings, seminars, panels and conferences held at or out of the university had lower reading comprehension scores. Lastly, the results indicated that the students who reported that they do not go to coffeehouses had more positive attitudes towards reading in English and higher reading comprehension scores than the others.