Affect, personality, and learning styles in online reading comprehension

This study is preliminary and exploratory, aimed to investigate student affective factors in reading tasks under computer-based platforms. Particularly, this study empirically explores student factors that include affect, personality, and learning styles. Students, affect and personality are measured using a self-report inventory; student personality is revealed using Ten Item Personality Inventory (TIPI). Meanwhile, student learning styles are measured using Kolb Learning Style Inventory (K-LSI). The result indicates that student characteristics are interestingly dynamic during reading activities. It is argued that with such characteristics, students have preferences and choices that lead them to problem solving strategies during reading activities. The pedagogical implication of such findings is that the respondents' tendencies in reading activities are useful basis for further designing reading comprehension tasks, particularly under online learning environments.