Between Read Pages and Imposed Silences: exploring reading and non-reading practices among students of French as a foreign language

Abstract

The present study aims to examine students’ reading habits within a modern university context that is increasingly shaped by the rise of digital technologies. These technologies are gradually replacing or competing with traditional forms of reading, reshaping how students access and engage with texts. In an era where information is available almost instantaneously and digital media dominate everyday life, it has become essential to understand the factors that influence the reading practices of young adults. This research seeks to identify the key elements that shape students’ reading behaviors, with a particular focus on access to reading resources, the influence of the educational environment—namely parents and teachers—and the growing impact of digital tools such as smartphones, tablets, and laptops. The study is based on a survey conducted among 100 university students from diverse academic backgrounds, ensuring a wide range of perspectives. The investigation aims to uncover both the main barriers to reading and students’ preferences regarding reading formats and literary genres. The findings indicate that the most frequently reported obstacles include lack of time, limited interest in the themes typically addressed in academic materials, and the persistent distractions caused by digital devices. Despite these challenges, the results reveal a variety of reading habits, with a notable preference for digital formats and fictional works. These findings offer valuable insights for educators and curriculum developers. By taking into account students’ preferences and digital habits, pedagogical strategies can be adjusted to cultivate stronger reading motivation and promote a more sustained, meaningful engagement with written texts in the academic context.