Reading and writing in the 21st century: An analysis of preferences among pre-service language teachers

• Main Authors: Dealagdon, Tricia Barcelo, Teves, Nicole Joyce, Tanpoco, Manuel R., Estigoy, Edison
• Format: text
• Published: Animo Repository 2020
• Subjects: Student teachers; Reading (Higher education); Rhetoric—Study and teaching; Education; Reading and Language
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/10906
• Institution: De La Salle University

This study analyzed the reading and writing preferences of 150 male and female preservice language teachers in seven (7) higher education institutions. A descriptivequantitative-correlational design was utilized to determine these preferences, identify the relationship between these preferences, and whether there is significant difference between genders in terms of these preferences. The results and findings of the study showed the majority of the pre-service teachers still prefer to read printed materials and write manually over their digital counterparts. When it comes to gender, both male and female pre-service teachers gave the same responses by favoring writing by hand and reading through print. These results illustrate a backward viewpoint in terms of reading and writing preferences on the part of the pre-service teachers. This “backward” preferences, which in turn become actual practices can be attributed to the “anxiety” toward digitalization and sometimes the “inaccessibility” of these technologies to the preservice language teachers. These findings, however, provide an important evidence to introduce the concept of biliteracy for further teacher training on the foundational skills of reading and writing in the digital world.