Reading Habits in a Changing World: A Personal Reflection


 

When looking at images of people reading, we can see different types of texts and formats. Some people are reading printed novels or storybooks, probably chosen by themselves for pleasure. Others seem to be reading textbooks or digital materials on tablets or computers, which may have been selected by a teacher or required for academic purposes. This difference between voluntary and assigned reading often influences motivation and engagement.

Depending on the situation, the readers might be feeling relaxed and immersed in the story, especially if they are reading for pleasure in a comfortable environment. In contrast, those reading academic or digital texts may feel focused, responsible or even slightly pressured, particularly if the reading is linked to study or assessment. However, interactive digital resources can also increase curiosity and motivation.

Reflecting on my own experience as a reader in Spanish (L1) and English (L2), I realise that my reading habits have evolved over time. In Spanish, I enjoy reading novels, educational books and opinion articles. I usually choose these texts freely and read mainly for pleasure or personal interest. In English, I tend to read professional articles about teaching methodology, innovative practices and language learning, as well as blogs and graded readers. My choice in L2 is often determined by my professional needs, my level of linguistic competence and the effort required to understand complex texts.

I do not always read the same type of texts in both languages. In Spanish, I feel more confident reading longer and more complex works, while in English I prioritise texts that are useful for my teaching practice or linguistically accessible. The purpose of reading plays a key role in my selection.

Regarding format, I combine paper and digital reading. I prefer printed books for novels and longer texts, but I frequently read online articles, PDFs and educational resources for professional development. Digital reading has become essential for accessing updated information quickly.

I usually read in the evening or during weekends, when I have more time and can concentrate better. Reading in English requires more cognitive effort, so I prefer to do it when I am mentally alert.

Overall, my reading habits reflect the changes brought by technology and professional demands. As a teacher, this makes me more aware of the importance of fostering reading skills in both traditional and digital formats, especially in the language classroom.

Comentarios

Publicar un comentario

Entradas populares de este blog

2.4. A Time Line with TimeToast

Imagen
  Link to the activity:  https://www.timetoast.com/v/206cb796-e494-463d-b8a2-97612ee38283 For this activity, students created a timeline using TimeToast based on a reading about Christopher Columbus’ journey to the New World. The main learning objectives were to improve reading comprehension, develop the ability to identify key historical events, and practise organizing information chronologically in English. Another important objective was to integrate digital tools into the learning process and encourage students to work with authentic content. Using TimeToast offered several advantages. First, it allowed students to visually organize historical events, which helped them better understand the sequence of Columbus’s journey. Second, it promoted active engagement with the text because students had to select the most relevant information instead of simply answering comprehension questions. Finally, it also supported the development of digital competence, which is especially v...
Leer más

3.4. EDPUZZLE

Imagen
Link:  https://edpuzzle.com/media/69a8588e8f37d571b8d3296e  For this activity, I selected a video and worked with it through the platform Edpuzzle , which allows teachers to transform videos into interactive lessons by embedding questions and monitoring students’ understanding. The main reason for choosing this video was that it presents the topic in a clear and engaging way, combining visual support with spoken explanations. This makes it especially useful for developing listening comprehension and contextual understanding. The video format also helps maintain students’ attention and facilitates the integration of comprehension questions during the viewing process. The learning objectives of the session were to improve listening comprehension, identify key information in a video, and encourage students to reflect on the content through guided questions. The sequence of activities started with a short pre-viewing discussion to activate prior knowledge. Students then watched ...
Leer más

4.3. Storyjumper/Pixton

Imagen
 For this activity, students created short comics using Pixton, a digital tool that allows learners to design characters, settings and dialogues. Below you can see one example of the work produced by students in this task. Organisation of groups Students worked in small groups of three. This allowed them to collaborate effectively while ensuring that each student had a role: one student focused on writing the dialogue, another on designing the characters and scenes, and the third on organising the sequence of the story. Sequence of tasks First, we introduced the topic and analysed a few examples of simple comic dialogues. Then, students brainstormed ideas and planned a short story. After that, they wrote a draft of the dialogue and organised the events of the story. Finally, they used Pixton to create their comic by selecting characters, backgrounds and speech bubbles. Learning objectives The main objectives were to practise writing short dialogues in English, improve...
Leer más