Effects of a Voluntary Reading Discussion Program Based on a Reading Workshop on University Students' Reading Behavior and Perceptions

Abstract

This study explores directions for university reading education by examining the effects of a voluntary reading discussion program based on a reading workshop on university students' reading behavior and perceptions. Pre- and post-semester surveys were conducted among first-year students in the Undeclared Major Program at K University. The course emphasizes self-selected and sustained in-class reading, instructor support, and shared reading experiences. The findings showed improvements in reading behavior, including reading amount and frequency, book information seeking, and book-related conversations. Reading perceptions improved overall, particularly in terms of perceived value of reading, reading interest, and reading self-efficacy. The students responded most positively to in-class reading, book selection, and instructor support. Gender differences were limited, whereas voluntary reading experience was an important factor in explaining changes in reading behavior and perceptions. These findings suggest that university reading education should adopt reading workshop–based practices that integrate students’ choices, actual reading experiences, instructor support, and shared reading experiences.