This study investigates how Mongolian university students perceive themselves as “good readers” and explores the behavioral and attitudinal factors associated with this self-assessment. Drawing on data from a questionnaire completed by 53 students, the study analyzes correlations between students' self-perceived reading identity and variables such as reading frequency, genre preferences, and metacognitive reading strategies. Descriptive statistics revealed that while 41.5 % of students considered themselves good readers, the majority (58.5 %) did not. A weak positive correlation (r = 0.11) was found between self-perception and the number of books read monthly, whereas gender and age showed no statistically significant influence (p > 0.05). The findings support previous research suggesting that self-perception in reading is shaped more by engagement and motivation than demographic variables (Guthrie & Wigfield, 2000; Burmaa, 2011).

Keywords: good reader identity, reading self-perception, reading motivation, metacognitive reading strategy

Introduction

In the landscape of modern education, reading is not only a fundamental academic skill but also a core component of independent learning, critical thinking, and identity formation (Grabe & Stoller, 2011). Among university students, the way they perceive themselves as readers—commonly referred to as reading identity —plays a crucial role in shaping their motivation, strategy use, and long-term academic engagement (Wigfield & Guthrie, 2000; Zimmerman, 2002).

The concept of a “good reader” is often associated with the ability to read fluently, comprehend deeply, and apply strategies that aid in understanding and reflection (Afflerbach et al., 2008). However, this identity is not always rooted in skill alone; it is heavily influenced by learners’ metacognitive awareness, reading habits, and beliefs about the role of reading in their personal and academic lives (Buehl et al., 2001). Also, students’ attitudes toward reading are shaped by both classroom instruction and socio-cultural expectations, the growing need to support students’ self-regulated learning behaviors, including how they engage with reading tasks outside formal instruction (Burmaa, 2011)

Despite the growing emphasis on metacognition and motivation in language education, there is limited empirical research examining how Mongolian university students perceive their own reading ability and how this perception relates to their actual reading practices. Existing studies have often focused on vocabulary acquisition, textbook use, or test performance, overlooking the nuanced psychological dimensions of reading, such as self-efficacy and strategic awareness (Nation, 2013; Mokhtari & Reichard, 2002).

This study seeks to address this gap by exploring the relationship between reading self-perception and key variables such as reading frequency, preferred reading materials, and engagement strategies. Specifically, it aims to answer the question:

—Do Mongolian university students consider themselves “good readers”?

—What behavioral or attitudinal factors are associated with this self-perception?

To examine these questions, the current study surveyed 53 students using a structured questionnaire designed to capture demographic information, reading beliefs, and habits. The responses were analyzed using descriptive statistics, correlation analysis, and ANOVA to explore potential differences across gender and age groups.

Literature Review

Reading has long been recognized as a multifaceted process involving linguistic, cognitive, and affective dimensions (Grabe & Stoller, 2011). Recent scholarship focuses not only on the mastery of reading skills but also on the construction of reading identity —how individuals perceive themselves as readers and how this perception influences their academic behavior (Gambrell, 2011; Wigfield & Guthrie, 2000).

According to Afflerbach, Pearson, and Paris (2008), good readers possess a repertoire of strategies and demonstrate persistence, flexibility, and reflective thinking. The identity of a good reader is built not merely through instruction but through iterative reading experiences that foster confidence and metacognitive insight (Buehl et al., 2001). Research by Alvermann (2001) emphasizes that reading identity is socially constructed and influenced by peer feedback, classroom discourse, and the type of texts encountered.

Reading in EFL environments is shaped by limited exposure and exam-oriented instruction. Anderson (2003) identified that EFL readers often lack deep comprehension due to insufficient strategy instruction. Meanwhile, research by Oxford (2011) and Sheorey & Mokhtari (2001) supports the need for strategy training in EFL classes, as many learners rely on bottom-up approaches and struggle with global comprehension tasks. Park (2010) and Zhang & Wu (2009) found that when EFL learners in Korea and China were explicitly taught metacognitive reading strategies, their comprehension and confidence improved significantly.

In Mongolia, Burmaa (2011) emphasized the need to integrate student-centered approaches to develop positive attitudes and reading autonomy.

Despite growing global attention on reading identity, few studies have asked students to self-assess their status as «good readers» or to link that perception with behavioral factors. This study aims to fill that gap by examining Mongolian students’ reading habits, preferences, and strategic behaviors about how they perceive their reading competence. This not only supports the international literature but also contributes context-specific insight for Mongolian EFL educators.

Methodology

Participants

This study involved 83 university students enrolled in the General English -1 program at a Mongolian State University of Education. The participants were selected using convenience sampling based on their availability and willingness to respond to the survey. Of the respondents, 46 (86.8 %) were female, and 7 (13.2 %) were male. The age of participants ranged from 17 to over 23, with the majority being between 17 and 21 years old. Participation was anonymous and voluntary.

Research Instrument

The primary data collection tool was a self-report questionnaire developed by the researcher, titled “Are You a Good Reader?” . The questionnaire consisted of 15 items, combining multiple-choice, Likert-type, and open-ended formats. It covered aspects such as:

— Perceived reading identity (e.g., “Do you consider yourself a good reader?”)

— Reading habits and frequency (e.g., “How often do you read at home, outside homework?”)

— Metacognitive behaviors (e.g., “Do you reread confusing parts?”)

— Genre and material preferences

The items were adapted from existing reading motivation and metacognition frameworks (Mokhtari & Reichard, 2002; Guthrie et al., 2004), and contextualized for Mongolian EFL learners.

Data Analysis

— Descriptive statistics summarized demographic information and self-reported habits.

— Pearson correlation examined the relationship between reading identity and variables such as several books read and reading behavior.

— ANOVA tested differences in reading identity based on age and gender.

Results

This section presents the findings of the study in relation to students’ self-perception as good readers and its relationship with key variables such as reading frequency, age, and gender. Descriptive statistics, correlation analysis, and ANOVA results are presented below with accompanying tables and interpretation.

Self-Perception as a Good Reader

Students were directly asked whether they considered themselves to be “good readers.” Out of 82 valid responses, 22 students (42.3 %) answered “Yes,” while 30 students (57.7 %) answered “No” (see Table 1). This distribution indicates that a majority of students do not self-identify as good readers , suggesting potential challenges in reading confidence or motivation.

Table 1

Self-Perceived Good Reader

This result aligns with findings from Burmaa (2011), who observed that many Mongolian university students struggle with self-efficacy in academic reading due to limited strategy instruction and overemphasis on exam performance.

Correlation Between Reading Identity and Book Reading Frequency

To explore whether students who see themselves as good readers tend to read more books, a Pearson correlation analysis was conducted between self-perception ( Is Good Reader ) and the number of books read in the past month.

Table 2

Correlation Analysis

The correlation coefficient (r = 0.114 ) indicates a very weak positive relationship , suggesting that students who self-identify as good readers may read slightly more frequently than those who do not. However, the relationship is not strong enough to suggest a meaningful behavioral pattern. This finding supports previous research (e.g., Mokhtari & Reichard, 2002) showing that frequency alone does not define reading identity; rather, it is often shaped by deeper motivational and cognitive factors.

ANOVA Results: Influence of Age and Gender on Reading Identity

To determine whether demographic factors such as age and gender significantly influenced students’ self-perception as good readers, one-way ANOVA tests were conducted.

Table 3

ANOVA Results

As shown in Table 3, no statistically significant difference was found in reading identity based on age or gender ( p > 0.05 ). These results suggest that students' belief in themselves as good readers is not determined by demographic characteristics but rather by individual differences in motivation, reading habits, or strategic engagement—similar to what was found by Guthrie & Wigfield (2000) and Zimmerman (2002).

Conclusion

This study set out to explore the self-perceived reading identity of Mongolian university students and how this perception correlates with their reading habits, behaviors, and demographic variables. The data revealed that a majority of students do not consider themselves “good readers,” highlighting a gap between skill acquisition and confidence or motivation. While a weak positive correlation was found between reading frequency and positive self-perception, age and gender did not have a statistically significant effect.

These findings point to the importance of recognizing and cultivating reading identity as a critical component of literacy education. In EFL contexts such as Mongolia, where reading instruction often prioritizes decoding and test performance, learners may not develop the confidence or metacognitive awareness necessary to see themselves as competent readers. As previous research (e.g., Guthrie & Wigfield, 2000; Zimmerman, 2002) has shown, good readers are not simply those who read often but those who understand their reading purpose, apply strategies, and engage actively with texts.

From a pedagogical standpoint, educators should design instruction that:

— Encourages self-reflection on reading practices,

— Provides opportunities to develop strategy use ,

— Fosters intrinsic motivation through autonomy and text relevance,

— And values student voice in constructing what it means to be a “good reader.”

Future research could expand on these findings using mixed-method or longitudinal approaches, exploring how students’ reading identities evolve over time and how targeted interventions impact both perception and performance. By addressing reading identity holistically, educational institutions can foster not only better readers but more confident and autonomous learners.

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