Reading Interest Profiles Among Preservice Chinese Language Teachers: Why They Begin to Like (or Dislike) Reading

This study aimed to examine reading interest profiles among preservice Chinese language teachers and related factors making them begin to like or dislike reading. In total, 321 college students majoring in Chinese language education in elementary and secondary schools participated in this study and completed a reading interest questionnaire. The questionnaire contains one close-ended question asking about their reading interest levels across seven periods (from preschool to college) and three open-ended questions asking about the reasons influencing their reading interest levels. Latent profile analysis (LPA) was used to identify reading interest profiles, and qualitative analysis was used to examine factors influencing their reading interests. The LPA results revealed three profiles, namely, <i>mountain</i> (up-down), <i>valley</i> (up-down-up), and <i>upslope</i> (up). The qualitative analysis revealed that motivators encouraging students to read included literacy sponsors, improved reading ability, reading time, extrinsic motivators, curiosity and desire for knowledge, access to reading, discovery of preferred texts, and relief from academic stress and relaxation. By contrast, barriers associated with the decline in reading interest included academic burdens and pressure, the availability of alternatives, a lack of reading ability, a loss of reading autonomy, a lack of literacy sponsors, limited access to reading, and inappropriate texts. Literacy researchers and educators should listen to students' voices, understand their reading experiences, and consider developing appropriate intervention programs for literacy at different periods.