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Abstract

Reading plays a pivotal role in lifelong development, serving as an indispensable foundation for students to thrive. The present study therefore aimed to assess the English reading literacy of senior high school students. A self-developed questionnaire was administered to 427 students from three schools in Chongqing, China. The questionnaire encompassed three dimensions: reading ability, reading character, and teachers’ assistance in enhancing the two domains. Results revealed that the participants exhibited moderate English reading literacy levels, with gender and parental education exerting significant influence on their English reading literacy. Furthermore, teachers primarily focused on improving academic performance rather than fostering well-rounded readership abilities, leading to slight variations regarding the concepts and methodologies employed for cultivating comprehensive literary competence. Individual attributes, family background, teacher-related factors, institutional dynamics, and societal factors significantly impacted the participants’ English reading literacy levels. Consequently, corresponding strategies and suggestions were discussed.

Keywords

high school students English reading literacy reading ability reading character

Introduction

The Progress in Reading Literacy Study (PIRLS), the National Assessment of Educational Progress (NAEP), and the Program for International Student Assessment (PISA) are the three major international educational assessment programs, all focusing on reading literacy. In 2013, China’s Regulations on the Promotion of Reading for All People proposed to urge educational departments to enhance juveniles’ reading interests, habits, and abilities. Nationwide efforts toward promoting reading in China have made significant progress in establishing a bookish society and making reading a prevailing trend. These policies and measures exemplify the paramount importance placed on enhancing national literacy through improved reading practices. Reading literacy is an important symbol of the improvement of social civilization and comprehensive national strength, and it is also an important support for students’ learning of various disciplines (Song & Luo, 2018). Under the background of building a strong cultural country, improving students’ reading literacy has become a current and urgent development need.

According to English Curriculum Standards for Senior High Schools (Ministry of Education of the P. R. C., 2018), English courses should aim to cultivate students’ core English literacy. However, many teachers of English still prioritize exam results over the development of students’ reading literacy. Existing research also focuses on enhancing students’ reading abilities, overlooking the broader concept of reading literacy, which encompasses both reading ability and character. While families and teachers are commonly recognized as influential factors in this regard, other factors such as students themselves, schools, and society tend to be overlooked. The reading literacy of high school students not only determines their academic performance but also plays a crucial role in shaping their personalities, providing spiritual guidance, facilitating knowledge construction, and even influencing lifelong development (Z. K. Liu, 2019). Therefore, it is particularly vital to enhance high school students’ reading literacy, as it lays a strong foundation for their lifelong growth. Thus, the current study aims to investigate the English reading literacy status of high school students through a questionnaire survey and provide valuable recommendations for enhancing their literacy in English reading.

Literature Review

The International Association for the Evaluation of School Achievement (IEA) pioneered the study of reading literacy in 1991. Elley (1992) proposed the first definition of reading literacy, which refers to children’s ability to understand and use written language forms that are essential for society or valuable to individuals. OECD (2000) asserts that reading literacy encompasses individuals’ ability to understand, use, evaluate, reflect on, and actively interact with texts in order to achieve personal goals, enhance knowledge acquisition and potential development, and participate in social activities. Reading literacy includes students’ abilities in text comprehension, meaning construction, knowledge acquisition through reading engagement, and deriving pleasure from reading activities (PIRLS, 2001). Considering the diverse purposes of reading activities, Mullis et al. (2009) argue that reading literacy not only involves readers’ ability to construct textual meaning but also their competence in learning new information, participating effectively within society, and obtaining aesthetic experiences through reading engagement. To acquire relevant knowledge effectively while enjoying entertainment value and achieving personal goals within societal participation contexts, readers use various modalities, such as reading comprehension skills, writing abilities, and oral language competencies, to extract information from multi-modal texts while constructing integrated understanding through interactive processes applied within social contexts (Frankel et al., 2016).

Reading literacy not only emphasizes students’ language ability, cognitive ability, and social and cultural ability required for reading, but also emphasizes the basic quality required for promoting students’ whole-person development, that is, reading character (Wang & Ao, 2015). On this basis, the definition of reading literacy was further expanded. It refers to the essential character and key ability that students need to decode, understand, and express meaning through active interaction with texts in order to adapt to their own development and social needs, namely reading ability and reading character. Reading ability consists of decoding ability, expression ability, and reading comprehension ability. Reading character consists of reading habits and reading experiences (Zhang, 2017). It can be seen that the concept and connotation of reading literacy are broader, and it is the comprehensive performance of knowledge, ability, quality, and emotion that students should have in the process of reading.

To enhance students’ English reading proficiency and foster their reading disposition, numerous suggestions have been proposed. The “task-based reading” approach has been advocated by researchers, wherein students engage actively in the reading process and improve their comprehension outcomes through the implementation of specific reading tasks (Prichard & Atkins, 2023; Tsang & Fung, 2024). Graded reading is also widely employed as an effective means to enhance students’ overall reading experience and competence (Wang & Chen, 2016; Zhang, 2018). Additionally, scholars emphasize the utilization of audio-visual instructional materials, graphic aids, and authentic materials to augment English literacy skills while providing insights on localizing reading resources (Rwamweng et al., 2020).

The deep integration of digital reading and paper reading in the cultivation of high school students’ English reading literacy is currently a prominent research focus (C. J. Chen, 2023). Undoubtedly, the utilization of e-reading platforms and online learning communities necessitates strong parental support and participation (Huang, 2019; X. W. Liu et al., 2018). Furthermore, exploring the psychological processes of high school students when reading English texts through cognitive psychology theory has been undertaken (Li, 2022; Teng, 2018). Simultaneously, researchers have emphasized the influence of cross-cultural reading on high school students’ English reading literacy and proposed suggestions for integrating cross-cultural elements into English reading instruction (Freire & Pammer, 2019; Hikamah et al., 2023).

The PISA Reading Literacy Assessment Framework (PRF) is a widely recognized and extensively utilized assessment index, primarily designed based on three dimensions: context, text, and perspective. Specifically, the reading literacy assessment index system encompasses recognition, memory retention, reading comprehension, critical thinking skills application, oral communication proficiency, and written expression (Song & Luo, 2018). It has been empirically demonstrated that the administration of the reading literacy assessment effectively motivates students to actively engage with challenging tasks. Furthermore, most students exhibit advanced critical reading abilities in terms of accessing information accurately and efficiently retrieving relevant details from texts while also demonstrating interpretive competence by integrating ideas comprehensively as well as evaluating and reflecting upon English language-based reading materials (Robiasih et al., 2023).

A considerable amount of extensive research has been conducted on reading literacy, encompassing diverse research orientations and concerns. In Western countries, the focus lies primarily on studying the definition, evaluation framework, and psychological mechanisms of reading literacy. In China, this also includes investigations into cultivation approaches, teaching strategies, and influencing factors. However, upon reviewing the existing literature mentioned above, it becomes apparent that several issues persist: The majority of studies are theoretical in nature with limited empirical evidence. Furthermore, most suggestions revolve around teachers and students while neglecting the roles of families, schools, and society at large. Additionally required is further exploration into what constitutes reading literacy as well as its underlying reasons and methodologies; however, less attention has been given to its development and evolution.

Therefore, the present study employs a questionnaire to investigate the English reading literacy of high school students in Chongqing, a western city in China. Specifically, it aims to comprehend students’ self-perceptions regarding their reading proficiency and attributes, as well as their perceptions of teachers’ assistance in enhancing these two domains.

The Study

Research Questions

Previous studies have indicated that English reading literacy encompasses both reading ability and reading character. Therefore, the present study focuses on students’ self-assessment of their reading ability and character, as well as examining teachers’ support in these areas. Consequently, this study aims to address the following three research inquiries:

(1) How do high school students perceive their ability in English reading?

(2) How do they perceive their English-reading character?

(3) How do they perceive teachers’ assistance in improving their English reading literacy?

(4) How do demographic factors influence individuals’ perceptions of English reading literacy?

Participants

Following the principle of convenience sampling and considering data collection feasibility, this study targeted several high schools in the city where the authors work to investigate high school students’ perspectives on English reading literacy. In total, 427 students were involved in the current study, of whom 222 are female students (accounting for about 52%) and 205 are male students (accounting for about 48%).

Instrument

Drawing on previous research and the distinctive characteristics of the English subject, as well as within the specific context of Chinese culture, this study argues that English reading literacy includes English reading ability and English reading character. English reading ability consists of decoding ability, expression ability and comprehension ability; English reading character consists of reading habits and reading experience. Given the objective of the present study, which aims to explore the self-assessment of high school students regarding their English reading literacy, employing a questionnaire survey method is deemed suitable for gathering the necessary data. The questionnaire used in this study was self-developed and comprised of four distinct sections: personal background information (5 items); students’ English reading ability (14 items); students’ English reading character (22 items); and students’ perception of teachers’ assistance in improving their English reading literacy (17 items). After compiling the questionnaire, the results of pilot testing indicated that all items were easily comprehensible and highly pertinent to the research topic, exhibiting commendable reliability for data collection.

Data Collection and Analysis

This study strictly adhered to local and national guidelines, as well as the Declaration of Helsinki. The students volunteered to participate in this study. Since the students were juveniles, we contacted their teachers of English, through whom we explained the purpose of this study, and promised that we would strictly protect the privacy of the students and ensure that the interests of the students would not be harmed in any way. As guardians, their teachers of English signed written informed consent for the students’ participation in this study after fully understanding the purpose of our research. A paper-and-pencil questionnaire was administered to 480 students from three high schools in Chongqing, a city in western China, and 450 were recovered, among which 427 were valid, with an effective rate of 94.9%.

Subsequently, data statistics were conducted on the recovered questionnaires using SPSS 23.0. The entire process of data collection and analysis was carried out in a fully anonymous manner to ensure the utmost participant privacy. After performing data cleaning and sorting procedures, preliminary analysis indicated that the collected data exhibited a normal distribution, high reliability (α = .930), and good structural validity (KMO = 0.89, p < .001), indicating their suitability for further rigorous examination. Given the purpose of this study to explore high school students’ perceptions of their English reading ability and character, as well as their perceptions of teachers’ assistance in these areas, along with the influence of demographic factors on their perspectives, subsequent analysis solely focused on the descriptive statistical analysis and analysis of variance.

Results

Statistics on Reading Ability

The survey results revealed that the mean value of high school students’ English reading ability is 3.3527, with a standard deviation of 0.6144. These findings suggest that the overall English reading ability of high school students falls within the average range, while also highlighting significant individual differences among them.

Reading ability can be divided into three dimensions: decoding, comprehension ability, and expression. The survey results indicated that the average mean value of English reading ability exceeds 3, suggesting that high school students possess a general level of ability in decoding, comprehension and expression. However, their comprehension ability slightly surpasses other abilities. Notably, the standard deviation of “expression ability” is 0.79, indicating significant individual differences among high school students in terms of their expressive abilities (Table 1).

Table 1.

Students’ Reading Ability in Each Dimension.

Dimensions	M	SD
Decoding ability	3.29	0.68
Expression ability	3.30	0.79
Comprehension ability	3.45	0.63

According to Table 2, in terms of decoding ability (items 1–5), students demonstrate a higher ability in “identifying the front cover, back cover and title page” compared to other decoding abilities. Moreover, significant differences exist among students in this aspect, indicating that while high school students have acquired fundamental decoding skills, some may experience uncertainty when faced with more challenging tasks. In terms of expression ability (items 6–8), students exhibit a greater aptitude for “offering insights” than other forms of expression. However, notable differences are observed in their capability for “expressing opinions,” and there is an insufficient ability to “repeat.”

Table 2.

Students’ Reading Ability.

Dimensions	Items	M	SD
Decoding capability	1. Identify the front, back cover and title pages	3.51	1.086
	2. Recognize words quickly	3.06	0.897
	3. Get the main information	3.29	0.903
	4. Know the genre	3.43	0.948
	5. Read fluently	3.18	1.006
Expression ability	6. Repeat what read	3.08	0.951
	7. Offer insights into the text	3.45	0.931
	8. Express opinions	3.40	0.967
Comprehension ability	9. Choose appropriate reading strategies	3.33	0.999
	10. Appreciate literature	3.48	0.953
	11. Understand the background	3.31	0.898
	12. Anticipate the storyline	3.60	0.935
	13. Reason about what read	3.52	0.884
	14. Feel the author’s emotions	3.48	0.928

In terms of comprehension ability (items 9–14), students exhibit a higher ability in “predicting the story plot” compared to other comprehension abilities. However, significant differences exist in their aptitude for “choosing appropriate reading strategies” and their grasp of “background information” remains inadequate.

The above results together indicate that teachers should make more efforts in guiding students to quickly identify words, retell the reading content and read fluently, and pay attention to the cultivation of students’ decoding ability and expression ability (Allor & Chard, 2011; Carnine & Carnine, 2004).

Statistics on Reading Character

The average reading character level of the students is approximately 3.1336, indicating that their reading character level is lower than their reading ability, and there are large individual differences in this aspect.

The dimensions of high school students’ English reading character can be divided into reading habits and reading experiences. Table 3 illustrates an average score of 2.96 for reading habits and 3.30 for reading experience. High school students exhibit better performance in “reading experience” compared to “reading habit,” suggesting a deficiency in cultivating effective reading habits among them. Notably, the standard deviation for “reading experience” is 0.60, highlighting substantial differences among students regarding their exposure to diverse texts.

Table 3.

Students’ Reading Character in Each Dimension.

Dimensions	M	SD
Reading habit	2.96	0.58
Reading experience	3.30	0.60

In terms of reading habits (items 1–12), paper materials remain the primary preference for students, indicating their inclination toward traditional reading mediums. Most students exhibit the ability to adapt their reading speed based on comprehension requirements, demonstrating a metacognitive approach that enhances monitoring of their own reading process. Conversely, inadequate reading quantities and time hinder students’ ability to formulate and execute comprehensive reading plans. Furthermore, they tend to neglect documenting their experiences in post-reading, suggesting a lack of well-defined strategies and independent learning capabilities among students.

According to the statistics on reading experience (items 13–22), students primarily engage in reading with the aim of enhancing their academic performance, yet they struggle to accurately assess their reading habits and gains, indicating a lack of developed reading awareness. This observation also highlights that students at this stage exhibit a strong utilitarian approach to reading while displaying limited self-evaluation consciousness (Table 4).

Table 4.

Students’ Reading Character.

Dimensions	Items	M	SD
Reading habits	1. Make a reading schedule	2.37	1.115
	2. Complete the reading plan	2.15	0.923
	3. Obtain the text from the network	3.14	1.139
	4. Obtain text from paper materials	3.37	1.069
	5. Think and reread	3.58	1.009
	6. Solve obstacles when encountering new words	3.49	0.945
	7. Adjust the reading speed	3.72	0.857
	8. Record experiences	2.57	1.040
	9. Read 2–3 times a week	2.92	1.119
	10. Read at least three passages a week	2.92	1.148
	11. Read a vocabulary of 1,500 words a week	2.69	1.065
	12. Read 1 hr every day	2.70	1.081
Reading experience	13. Do reading notes	3.30	1.129
	14. Read more actively	3.01	1.023
	15. Expand vocabulary	3.30	1.050
	16. Improve reading skills	3.62	0.991
	17. Get the knowledge	3.08	1.111
	18. Improve grades	3.85	0.994
	19. Complete teacher tasks	3.25	1.231
	20. Evaluation of the reading habits	3.15	0.995
	21. Evaluation of the reading effect	3.24	0.985
	22. Evaluation of the reading gains	3.22	0.984

Statistics on Teachers’ Help in Improving Reading Literacy

The assistance provided by teachers to enhance reading literacy can be categorized into two dimensions: the improvement of students’ reading abilities and the cultivation of their reading disposition. The mean value for teachers’ contribution toward enhancing reading literacy is approximately 3.42, suggesting that teachers generally perform satisfactorily in supporting students’ development in this area. However, there exists a significant variation among different teachers regarding their effectiveness in promoting students’ reading literacy.

The statement “Teachers contribute to the improvement of reading ability” is preferable to “teachers contribute to the improvement of reading character,” and significant individual variations exist in terms of “teachers contributing to the improvement of reading character.” This observation indicates that, in senior high school, most teachers of English prioritize enhancing students’ reading ability rather than fostering their reading character. Consequently, it becomes comprehensible why there exists a disparity between students’ reading character and reading ability (Table 5).

Table 5.

Teachers’ Help in Improving Reading Literacy in Each Dimension.

Dimensions	M	SD
Teachers help improve reading ability	3.80	0.63
Teachers help improve reading character	3.03	0.82

In order to enhance students’ reading literacy (items 1–11), teachers should prioritize expanding students’ visual vocabulary, fostering cultural and contextual understanding, consolidating language knowledge through summarization, and promoting strategic pauses during reading. However, insufficient attention is given to guiding students in constructing text concepts and providing feedback or evaluation on their reading outcomes. Textual comprehension is a fundamental aspect of lower-level reading abilities that high school teachers rarely address. Simultaneously, it is crucial to strengthen teachers’ feedback on students’ reading performance. By offering constructive feedback and evaluation on the application of reading strategies after completing a text, students can assess the accuracy of their approach and subsequently develop an increased interest in reading.

In terms of fostering students’ reading habits (items 12–17), teachers primarily recommended supplementary reading materials, while organizing reading activities and showcasing reading accomplishments were seldom practiced. This indicates the insufficient emphasis placed by high school English teachers on cultivating a strong foundation in reading (Table 6).

Table 6.

Teachers’ Help in Improving Reading Literacy.

Dimensions	Items	M	SD
Teachers help improve reading ability	1. Construct the concept of text	3.41	1.017
	2. Expand visual vocabulary	3.97	0.852
	3. Learn to pause	3.94	0.847
	4. Develop reasoning skills	3.88	0.912
	5. Cultivate textual awareness	3.79	0.868
	6. Infer emotional attitudes	3.89	0.846
	7. Learn about culture and customs	3.92	0.854
	8. Add cultural background	3.89	0.888
	9. Create situations	3.85	0.884
	10. Summarize language knowledge	3.92	0.897
	11. Give feedback or evaluation	3.43	1.031
Teachers help improve reading character	12. Recommend extracurricular reading	3.52	1.069
	13. Set a reading limit	3.27	1.108
	14. Write reading notes	2.95	1.185
	15. Assign reading tasks	3.36	1.136
	16. Show off reading	2.61	1.113
	17. Hold reading events	2.54	1.147

Difference Analysis of High School Students’ English Reading Literacy

May the English reading literacy of senior high school students be different due to different personal circumstances and family backgrounds? This section will employ independent sample t-tests and one-way ANOVA to examine the potential differences in students’ perceptions of their English reading literacy, with a focus on the influences of gender, grade level, and parental educational backgrounds.

Differences in Reading Literacy among High School Students of Different Genders

Table 7 presents the independent sample t-test results of the influence of gender on high school students’ reading literacy. It can be seen that the corresponding p-values of reading ability, reading character and teachers’ help to improve reading literacy are all less than .05, indicating that there are significant differences between male and female students in the three dimensions. To be specific, female students rated their English reading literacy significantly higher than boys. Meanwhile, the former group is more inclined than the latter to perceive teachers as having a greater impact on their reading literacy. However, it is worth noting that both groups expressed a low rating (M < 4.00) for the aforementioned aspects, indicating their dissatisfaction with their reading literacy and the assistance provided by teachers.

Table 7.

Differences in Reading Literacy among High School Students of Different Genders.

Dimension	Gender	N	M	SD	t	p
Reading ability	MaleFemale	205222	3.25563.4424	0.684240.52787	−3.142	.001
Reading character	MaleFemale	205222	3.02703.2320	0.584780.46941	−3.975	.003
Teachers help students improve their reading literacy	MaleFemale	205222	3.29943.5371	0.684320.52328	−4.007	.006

Differences in Reading Literacy among High School Students of Different Grades

The grade distribution of the surveyed students is fairly average, including all grades from high school, with 33% in Grade 10, 34% in Grade 11, and 33% in Grade 12. Hence, it presents a convenient opportunity to investigate potential disparities in English reading literacy among students across different grade levels.

A one-way ANOVA was conducted to identify the potential impact of grades on students’ reading literacy. Results showed that the homogeneity of variances was assumed, while Tukey revealed no differences among the three grades of students in their reading literacy, with a p-value of .914 (see Table 8). However, unexpectedly, the reading literacy of students in Grade 10 is slightly higher than that of students in the other grades. The potential explanation lies in the fact that, following the completion of their senior high school entrance examination, first-year students in senior high school tend to exhibit a relatively stronger inclination toward placing trust in their reading proficiency. However, as the pressure of college entrance examinations looms closer, upper-grade students experience an increase in academic stress and may harbor concerns regarding their reading competence to some extent.

Table 8.

Differences in Reading Literacy among High School Students of Different Grades.

Grades	N	M	SD	p
Grade 10	141	3.2582	0.52723	.914
Grade 11	145	3.2339	0.49964
Grade 12	141	3.2376	0.53828

Differences in Reading Literacy among High School Students of Parents with Different Educational Backgrounds

Among the 427 high school students, the majority of their parents possess an educational background below a high school level, with 237 (55.5%) fathers having education levels lower than high school. Additionally, there are 288 (67.4%) mothers who have completed only a high school education or less. The proportion of fathers holding a bachelor’s degree is 9.4%, while for mothers it is 6.6%. It is evident that the educational attainment of the students’ parents is not particularly advanced. Does parental education level exert an influence on their children’s English reading literacy? This question will be addressed in the subsequent section.

ANOVA showed that the p-values corresponding to children’s reading literacy of parents with different educational backgrounds are both less than .05 (see Tables 9 and 10), indicating that there are significant differences between parents’ educational status and children’s reading literacy. Tukey tests showed that students whose fathers have a bachelor’s degree or above have higher English reading literacy (F = 3.84, p < .05), suggesting that the father’s education level affects his children’s English reading literacy. The findings remain consistent when considering mothers’ educational backgrounds (F = 3.52, p < .05). It is noteworthy that, within the scope of this survey, a majority of parents possessed educational qualifications below high school level. Moreover, children whose parents hold a bachelor’s degree or above exhibit higher levels of reading literacy compared to those whose parents lack degrees. This finding suggests that highly educated parents demonstrate greater investment in their children’s education through increased time and effort allocation as well as the provision of abundant learning resources (Guryan et al., 2008; Hahs-Vaughn, 2004).

Table 9.

Differences in Reading Literacy among High School Students of Fathers with Different Educational Backgrounds.

Father’ s education level	N	M	SD	p
Below high school	237	3.1543	0.54705	.000
Senior high school	114	3.3313	0.47084
Junior college	36	3.3113	0.51490
Bachelor degree or above	40	3.4570	0.38468

Table 10.

Differences in Reading Literacy among High School Students of Mothers with Different Educational Backgrounds.

Mother’ s education level	N	M	SD	p
Below high school	288	3.1951	0.52885	.010
Senior high school	78	3.3190	0.53556
Junior college	33	3.2620	0.33323
Bachelor degree or above	28	3.5043	0.49192

Discussions, Conclusions, and Implications

Influencing Factors

There are numerous factors that influence the English reading literacy of high school students. This study will analyze these influencing factors from five aspects: students, families, teachers, schools, and society.

Student Factors

Table 7 reveals that gender exerts a significant influence on students’ reading literacy, with girls demonstrating higher literacy compared to boys. The disparity in reading ability and character between male and female students aligns with the findings of the PISA 2022 reading literacy test (OECD, 2023), which indicates that boys exhibit delayed development in this domain. Moreover, there exists a notable discrepancy in how teachers support the enhancement of reading skills among students of different genders. As depicted in Table 4, students generally display a passive inclination toward reading, characterized by aimlessness and utilitarianism. They lack proper reading habits and interests as they predominantly engage in passive reading for academic performance improvement or task completion assigned by teachers. Consequently, reading becomes perceived as an obligatory burden in their study routine. Additionally, English literature itself poses certain difficulties requiring heightened concentration and dedication from students due to challenges such as unfamiliar vocabulary, language barriers, text length, complexity of meaning interpretation, diverse sentence structures, and cultural differences across foreign texts, all of which contribute to diminishing patience and interest levels among students.

Family Factors

Currently, parents fail to provide adequate companionship for their children’s English reading endeavors. The survey results indicate that some parents face challenges due to their limited educational background, time constraints, and lack of energy. Additionally, a few students lack independent study spaces and access to reading materials at home, which hinders the development of good reading habits. For the majority of parents, literacy in reading is a relatively novel concept; their primary expectation for their children is to achieve excellent results in college entrance examinations. Some parents merely engage in oral supervision of their children’s reading progress by reminding them to complete assigned English tasks given by teachers and rely solely on schools and educators to enhance their children’s English reading literacy.

Teacher Factors

The findings presented in Table 5 indicate that the statement “teachers help students improve their reading ability” outperforms the statement “teachers help students improve their reading character.” Furthermore, it can also be inferred from the investigation that high school students exhibit a higher level of reading ability compared to their reading character. These results suggest that in high schools, teachers of English prioritize improving students’ reading ability over fostering their reading character. As can be seen from Table 6, teachers mainly employ the strategy of recommending extracurricular reading materials to cultivate students’ English reading literacy, while seldom organizing reading-related activities. There is a dearth of innovative literacy classroom activities that promote the acquisition of English as a foreign language. Studies have indicated that there is a significant interaction effect on reading attitude, providing empirical evidence that English creative classroom activities can enhance reading attitude (Chow et al., 2018). The cultivation of character through reading cannot be achieved overnight. However, many educators aim to enhance students’ reading proficiency, develop fundamental reading skills, and improve test performance in their teaching objectives. Consequently, the allure of reading classes diminishes for students, impeding their ability to engage in meaningful reading experiences.

School Factors

In December 2016, the State Administration of Press, Publication, Radio, Film, and Television of China unveiled the National Reading Development Plan for the 13th Five-Year Plan Period. This plan emphasizes the need to enhance academic campus culture in primary and secondary schools, improve school libraries as reading facilities, and organize diverse forms of campus reading activities. Currently, China actively promotes the establishment of bookish campuses to foster students’ spiritual development and facilitate teachers’ professional growth. However, Table 6 reveals a scarcity of reading-related activities in schools due to the predominant emphasis on standardized testing in the Chinese education system, particularly at the high school level, where enrollment rates hold paramount importance. In the context of academic pursuits, students and teachers exhibit a preference for perusing instructional supplementary materials that are directly aligned with examination content, while engaging in interest-based reading activities is infrequent due to the time-consuming and labor-intensive nature of organizing such endeavors. The school’s lack of attention also leads to a lack of attention from teachers and students.

Social Factors

In the PISA 2018 reading literacy test, students from Beijing, Shanghai, Jiangsu, and Zhejiang emerged as the top performers in China (Ding, 2019). These students reside in highly developed regions of China with access to exceptional teachers and abundant educational resources. Moreover, their parents possess higher levels of education compared to those residing in western regions. Despite these advantages, they still dedicate over 52 hrs per week to studying. Conversely, children in western regions and rural areas only commence formal English instruction during junior middle school due to the limited educational resources available. Consequently, a significant disparity persists between developed areas and western rural regions. The participants selected for this study were drawn from three high schools located in western regions; however, the survey results do not present an optimistic outlook. Therefore, it is imperative to expedite the progress of education development in western regions while tailoring additional educational resources specifically for these areas.

Suggestions

The findings of this study demonstrate that the English reading literacy among senior high school students generally falls within an intermediate level, which is influenced by a multitude of factors encompassing their personal background, parental background, pedagogical approaches employed by teachers, institutional environment, and societal influences. Consequently, this study proposes comprehensive strategies and recommendations from five dimensions: students’ engagement, parental involvement, teachers’ support, institutional initiatives, and broader societal interventions in order to facilitate the enhancement of students’ English reading literacy.

Students’ Engagement

The finding gives depth to the understanding of reading literacy, which has been early defined by UNESCO as “reading literacy as one of the essential skills for human survival and lifelong learning” (UNESCO, 2014). However, at present, students are highly utilitarian in reading and regard reading as a way to improve their academic performance and a task assigned by teachers. Reading ability in English is decisive in determining the academic achievement of university students who study the English language, or any other subject in English (Alsabatin et al., 2023). To address this issue, students should transition from passive reading to active reading and cultivate favorable reading habits. They should establish a personalized reading schedule that aligns with their literacy level, select diverse reading materials, and allocate an appropriate amount of time for reading. When encountering unfamiliar words, they should adjust their reading pace, engage in thoughtful reflection, and revisit the text if necessary. Additionally, it is important for them to learn how to document their experiences and emotions after completing a reading session.

Parental Involvement

In addition to school, children primarily spend their time at home, where the words and actions of their parents play a crucial role. If parents demonstrate a willingness to acquire an additional language, it can foster children’s enthusiasm for learning other languages and cultures. Various factors, such as parental reading attitudes, styles, and skills, have been found to influence students’ reading literacy (Calahan, 1995; Hampden-Thompson, 2013; Yang, 2017). Active involvement of parents in their children’s lives and education, particularly maternal participation, positively impacts students’ reading literacy (C. J. Chen, 2020; Marks, 2008). Therefore, it is essential for parents to create an environment conducive to reading by curating suitable and captivating books that can enhance their children’s reading literacy (Park, 2008; Tamášová & Šulganová, 2016). Adopting scientific and effective reading methods is crucial for developing reading literacy. It is recommended that parents engage in parent-child reading sessions, foster their children’s interest in reading, cultivate a positive attitude toward reading, encourage diligent reading habits, and create an environment conducive to reading with appropriate physical settings and cultural ambiance (Huang, 2019). Additionally, involving children in various reading-related activities can broaden their horizons and make them perceive reading as an intriguing pursuit, which can make the children feel that reading is an interesting thing. Collaborative efforts between home and school play a pivotal role in assuming the collective responsibility of educating students and nurturing their development within the contemporary educational system.

Teachers’ Support

The improvement of students’ reading literacy is intricately linked to the guidance provided by teachers. It is imperative for teachers to perceive themselves as facilitators of disciplinary literacy, exemplifying and involving students in activities such as reading, writing, inquiry, and expert-like practices within each academic field (Lou, 2020). This notion finds consistent support in a previous survey that underscored the significance of teachers’ capacity to foster English reading literacy among students through investigation (Johansson, 2014).

The traditional approach to reading instruction primarily centers around the teacher’s role and emphasizes knowledge transmission. In contrast, the Constructivism Learning Theory posits that learning is an active process of constructing knowledge through learner-environment interaction (Piaget, 1970). Drawing on this theory, teachers should prioritize English reading literacy as a teaching goal in order to enhance students’ overall reading literacy. This entails focusing on developing decoding skills, comprehension abilities, and expressive capabilities. Additionally, cultivating reading habits and enriching students’ reading experiences are crucial aspects of fostering their reading character. It is important for teachers to set differentiated goals based on students’ levels while also considering gender differences and tailoring instructional approaches accordingly to align with male and female students’ interests or hobbies. However, it is crucial not to overlook the commonalities in the development of reading literacy between genders while focusing on gender differences. Controlling for factors such as student gender, family socioeconomic status, cultural background, and teaching methods employed by educators in classrooms reveals that teachers’ enthusiasm significantly influences students’ reading literacy (Lu & Wang, 2020). Therefore, implementing effective strategies for teaching reading along with guidance from teachers positively impacts the cultivation of English reading literacy among students (Q. S. Chen & Lei, 2018).

Institutional Initiatives

The school serves as the primary platform for fostering students’ reading literacy, necessitating the establishment of a “bookish campus” to provide an environmental foundation for cultivating their interest in reading. Given that grade 12 students are preoccupied with college entrance exam preparations, the school can organize reading activities specifically targeting grade 10 and 11 students. For instance, encouraging them to compose book reports would enable them to articulate their own perspectives effectively. Additionally, it is imperative for the school to fully leverage the potential of its library and enhance its facilities. The library should also educate students on discerning excellent reading materials while enhancing their ability to make informed choices regarding such resources. Concurrently, teacher training assumes significance as it contributes to elevating teachers’ professional competence and consequently enhances students’ reading literacy (Song et al., 2017).

Schools can also develop comprehensive reading plans, establish standardized evaluation criteria, conduct regular assessments, and provide additional support for students who do not meet the required level of reading proficiency. For example, Poland implemented the computerized Waterford Early Reading Program to enroll students who did not meet Grade Level Expectations (GLEs) in reading. This program emphasizes computer-based reading instruction. Its findings indicated a positive correlation between the utilization of the program and the reading achievement scores of students enrolled in the traditional reading program (James, 2014).

Social Interventions

A lot of reading can help students learn English better. It can not only strengthen students’ emotional experience of the text but also play a positive role in shaping students’ personalities and spiritual guidance. For example, in England, the state-mandated program “Word and World Reading” primarily focuses on structure and skills. However, several ministers and advisers from different administrations have endeavored to enhance the explicit instruction of world knowledge (including culture, geography, and science) as advocated by a modified version of this approach. It examined the implementation of the program with children aged 7 to 9 in England to evaluate its impact on broader literacy (See et al., 2017).

The society should enhance public libraries and other infrastructure to attract and cater to the diverse reading needs of individuals across various occupations and age groups. Additionally, leveraging transportation systems such as buses, light rail, and bus stations can be employed to promote nationwide reading initiatives. Furthermore, organizing inclusive reading events for the entire population while encouraging active participation from the public will contribute toward fostering a culture of social reading. In this era of new media, it is imperative for everyone to effectively utilize internet resources and intensify efforts to promote national literacy. Firstly, launching reading activities through live broadcasting platforms and other mediums can help raise parental awareness regarding cultivating children’s English reading literacy. Secondly, utilizing popular media programs to emphasize the importance of reading can facilitate the creation of a literary society by developing specific cultural programs akin to “The Reader” magazine while advancing the “Reading Ability Improvement Project.” Through the active engagement of the entire society in reading, young individuals can cultivate their cognitive abilities, foster a sense of humanistic empathy and social responsibility, and harness the transformative potential of literature to shape a more promising future. This underscores the profound value and significance inherent in this study.

Limitations

First, the scope of the investigation is limited, as the participants were solely recruited from three high schools in a specific western city in China. This limitation hinders the representativeness and generalizability of the findings. Second, this study fails to analyze differences in their English reading literacy among students from different schools. Third, relying solely on a questionnaire survey restricts the possibility of obtaining a comprehensive understanding of students’ reading literacy. Therefore, future research should aim to address these limitations by conducting tests that directly measure students’ actual reading literacy across a broader range of schools within similar cultural and institutional contexts.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Chongqing Municipal Social Sciences Planning (Key) Project (2021NDZD13).

ORCID iDs

Nan Xu

Yunjun Kong

Data Availability Statement

The data supporting the conclusions of this article can be obtained from the corresponding author upon reasonable request.

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Unveiling English Reading Literacy: Insights from Senior High School Students in Chongqing,China

Abstract

Keywords

Introduction

Literature Review

The Study

Research Questions

Participants

Instrument

Data Collection and Analysis

Results

Statistics on Reading Ability

Statistics on Reading Character

Statistics on Teachers’ Help in Improving Reading Literacy

Difference Analysis of High School Students’ English Reading Literacy

Differences in Reading Literacy among High School Students of Different Genders

Differences in Reading Literacy among High School Students of Different Grades

Differences in Reading Literacy among High School Students of Parents with Different Educational Backgrounds

Discussions, Conclusions, and Implications

Influencing Factors

Student Factors

Family Factors

Teacher Factors

School Factors

Social Factors

Suggestions

Students’ Engagement

Parental Involvement

Teachers’ Support

Institutional Initiatives

Social Interventions

Limitations

Footnotes

Declaration of Conflicting Interests

Funding

ORCID iDs

Data Availability Statement

References