Linking Lecturers’ Teaching Styles with Students’ Reading Habits: A Pedagogical Perspective

Abstract

The purpose of this study was to explore the correlation between lecturers' teaching styles and students' reading habits in English as a Foreign Language (EFL) settings. The study involved 48 university students enrolled in EFL programs and data were collected using the Grasha–Riechmann Teaching Style Inventory (TSI) and a Reading Habit Questionnaire. Pearson correlation analysis revealed that learner-centered teaching styles, specifically the facilitator and delegator styles, had a strong positive correlation with students’ reading habits. These styles, which emphasized student autonomy and interaction, fostered sustained reading engagement and intrinsic motivation. In contrast, teacher-centered styles, such as the expert and formal authority styles, showed weaker associations, indicating that more instructor-controlled teaching approaches may limit opportunities for independent reading. Additionally, the regression analysis suggested that while teaching styles influenced reading habits, the relationship was not statistically significant, indicating that other factors might also play a role. The study contributes to EFL pedagogy by highlighting the importance of adaptive, learner-centered teaching strategies and provides practical insights for educators seeking to promote autonomous reading behaviors in their students.