The effect of communication style on teaching motivation, work ethics, emotional intelligence, reading proficiency and knowledge sharing

Original article

Reading is believed to be both a simple and a highly complex phenomenon. It is perhaps one of the most enjoyable and best hobbies in the world, and the healthiest pleasure activity [1]. The reading activities, whether ones are reading fiction or nonfiction, reading a newspaper or a poem, are educational and informative activities, it’s entertaining and relaxing. Research on reading has many benefits. It is simple, since most people can read easily. Within the complexity of reading, the concern of scientific approach leads to reduced reading mechanisms. Recently, the reading activities by using traditional printed sources such as books, magazines and journals are significantly dropping as more and more people are getting connected with the Internet. The way people read is changing to electronic sources such as eBooks, audio books and thousands of web pages available, that in turn makes an effect on the way we learn something and even how we think about anything. The different of people read in the online sources, they tend to be more likely to use the skimming method rather that read them thoroughly in deep. They can move quickly to other sources in the news as hyperlinks. Thus, people feel reading is easy to jump from one subject to others. Ready text in the online mode makes the paragraphs become shorter and people can get used to taking in bite-sizes of information. Whereas reading from the printed sources allows people to have indepth discussions on subject matters or long fictional stories that books tend to offer.

Reading activities are counted as a complex skill [2]. It needs to be taught at an early age, deliberately with a program planned, systematically by using appropriate methods, contextually based on the needs of children and incrementally in line with the growth of them. Training with the proper kind of literature must be introduced at the right time and context to build their reading abilities. They with better proficiency in reading tend to do well in subjects other than languages. Typically reading proficiency is assumed to be included by literacy, meaning that reading, writing, and other modes of symbolic communication activities that are valued differently in various perspectives such as social, economic, and political evidence are often influenced by a dominant culture. It makes the definition simply broadening yet does not impact on the ambiguity. Literacy is a fundamental skill that unlocks learning and provides individuals with the means to pursue knowledge and enjoyment independently. The issues of skills are needed for people to grow and mature, that in turn the proficiency on reading, writing, and thinking skills endorsed them to reach their success in academic, workforce and personal situations.

The reading proficiency of students among countries is known to differ [3–5]. Reading literacy has been summarized as how they understand such things, using information, evaluating the issues, reflecting on and engaging with texts in order to reach their goals or develop people’s knowledge and their potential, and to be usable to participate in society. The proficiencies of reading include two things, decoding skills that promote ability to read a text, and meaning making or comprehension skills that promote ability to understand, engage and get involved with a piece of text. The reading fluency is defined as the ease and efficiency with which one reads a piece of text, and furthermore precise measurement of their proficiency. This leads ones to differentiate between facts and opinions and lead through different text sources to construct meaning. Performance in reading literacy of PISA predicts the life chances of individual students1 [6; 7]. Students who did better in PISA tended to do better in early adulthood. In the case at school, students who scored in the top quarter in reading were much more likely to complete their study rather than those who scored in the bottom quarter. Some researchers addressed the relationship between performance in PISA and indicators of economic prosperity, such as economic growth [8–10].

Studies indicate that reading proficiency is consistent with the knowledge sharing competencies2 [11; 12]. The reading proficiency is related to their background knowledge in their environment to well known the meaning of linguistic information. Thus, they may share their knowledge to drive knowledge societies which are acquired through learning. They with higher proficiency in reading tend to have better self-efficacy to share their knowledge. The reading competency is reflected in the internal effort to escalate their knowledge individually, whereas knowledge sharing is related to their social effort to actualize their knowledge. Hence, those internal and external learning motivations are important to be investigated. The reading and sharing behaviors are related to the forms of communication [13-15]. It needs serious attention for the sake of better quality of future. This reading and sharing proficiency are able to communicate with varying contexts. The online reading and communication activities are related to promoting new literacy [16]. Thus, the antecedents of reading and sharing behaviors are plausible to be explored. Students in higher education are prepared to be a professional teacher. Accordingly, they need better teaching motivation, workplace ethics, Emotional Intelligence [17-19]. Empirical findings showed that better motivation on teaching is related to the effort to share their knowledge as well as their self-efficacy in teaching. Whereas emotional intelligence is mediated by trust to others to make a sharing activity. Furthermore, better workplace ethics required one to share their knowledge with others. Those phenomena point scholars to investigate the model of communication style on the effect of the teaching motivation, workplace ethics, Emotional Intelligence on the reading proficiency and knowledge sharing. Hence it contributed to finding out the theoretical evidence of those phenomena and strengthened the empirical findings of the reading competency and knowledge sharing.

Reading proficiency related to the reading assessments that refers to reading performance on the National Assessment of Educational Progress (NAEP). Literacy is described competencies in terms of skills and knowledge, to learn to read. It includes phonological awareness/beginning on reading, writing, listening, and speaking. Reading is a set of skills needed to learn from text in order to figure out the meaning. NAEP reports the Basic, Proficient, and Advanced scores of reading achievements, with the cut-off scale scores at fourth, eighth, and twelfth grades to describe what students are expected to know and do in reading. Basic level shows partial mastery of prerequisite reading competencies that are basic for proficient work at each grade. Proficient level indicates firm’s academic achievement for each level rated. Students in level can exhibit competency over challenging subject matter. Advanced level signifies superior performance. However, scholars argued that the literacy measurement includes unidimensional and continuous competence models [20]. The individual reading proficiencies scales rising from low to high levels of competence. The quality of proficiency is believed to be found in various antecedents, such as vocabulary, reading self-efficacy and motivation [5; 21; 22].