Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)

Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022) | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022) Jiexuan Liu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5059581/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Understanding the widespread adoption of foreign language books (FLBs) is imperative for language learners and educators, as it facilitates evaluating the efficacy and caliber of language resources. Using MARC-based bibliography analysis, the researcher uncovers publishing and subject information of popular FLBs and utilizes survival analysis to calculate the FLBs’ survival index. After conducting factor analysis, the researcher applies linear regression prediction and Bayesian estimation to determine the total number of FLBs borrowings and borrowers. The borrowing index of FLBs collected in the past five years surpasses that of books collected for more than five years, and staff members demonstrate higher borrowing activity compared to undergraduate students, postgraduate students, and other readers. Acceptance emerges as the most critical factor influencing the total number of FLBs borrowings and borrowers, while cultural dominance has a relatively minor impact, and personal background is found to be less negatively influential. The estimates of the total number of FLBs borrowings reveal that acceptance is restricted by cultural dominance, which in turn is limited by personal background. Similarly, the estimates of the total number of FLBs borrowers indicate that acceptance is constrained by personal background, which in turn is limited by cultural dominance. teacher foreign language book survival analysis factor analysis linear regression Bayesian network Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 INTRODUCTION Publications play a crucial role in knowledge exchange, providing an abundance of reading materials for professional development and daily work. Journals, textbooks, and research papers are among the various materials available (du Sautoy, 2021 ). Reading is a fundamental learning objective for college students, facilitating knowledge acquisition and academic growth, particularly in cross-cultural communication. College students are required to rapidly absorb and analyze substantial volumes of intricate textual content (Yapp et al., 2023 ). Insufficient access to up-to-date and comprehensive reading materials may present challenges for students pursuing advanced subjects. According to Dignath et al. ( 2022 ), textual reading in pre-service teacher education shapes the educational perspectives of instructors. Despite this, many teachers lack the resources or methodologies necessary to teach reading effectively at the outset of their careers, resulting in an information gap between teachers and students. Extensive reading of foreign language books (FLBs) holds particular significance for teachers and teacher candidates in normal universities. This practice can enhance their vocabulary, comprehension, and critical thinking skills, and expose them to diverse perspectives, cultures, and ideologies, broadening their horizons and promoting open-mindedness. Providing evidence-based literacy teaching and guidance to language learners is essential to meet their reading requirements for classes, papers, conferences, and teaching. Professional development focusing on the literacy and language needs of English language learners is indispensable to support teachers in adopting evidence-based reading instruction and intervention strategies (Shelton et al., 2023 ). When recommending foreign language books, librarians should first identify an appropriate audience. Utilizing Machine-Readable Cataloging (MARC) and its associated fields of FLBs can provide valuable insights into reading habits based on existing book borrowing data. The metadata in the MARC record, including author, title, and subject, serves as significant search points for the bibliography, shaping readers’ initial impressions and influencing their borrowing decisions. Given the differing cataloging regulations between Chinese Machine-Readable Cataloging (CNMARC) and Universal Machine-Readable Cataloguing (UNIMARC), librarians also require a thorough understanding of cataloging rules to extract diverse fields for classification statistics. Reading instruction is a complex cognitive activity that should be informed by evidence-based practices tailored to specific circumstances (Toste & Lindström, 2023 ). Tracking reader behavior through MARC-linked circulation information empowers librarians and information professionals to better understand their patrons, enabling them to offer more personalized services. The borrowing behavior at the NNU library indicates a higher frequency of borrowing Chinese books among teachers and teacher candidates compared to FLBs. Borrowing from FLBs shows irregular and infrequent patterns, with many individuals borrowing only a few foreign language books. Over time, the majority of older collections have been disregarded, while classic works are increasingly borrowed the longer they have been available in the library. Introducing survival analysis can enhance our comprehension of the borrowing activity of books with varying storage years. Data sparsity arises when there is limited information available for users or FLBs. To tackle this challenge, researchers often opt to enhance the algorithm’s complexity (Devika & Milton, 2024 ). For example, the impact of a variable on model response is determined by ranking associated random variables based on their relative relevance (Haukaas, 2023 ). The study also utilizes ranking methods to perform statistical analysis on the frequency of cities, publishing houses, subjects, and more. The interconnected fields yield diverse statistical indicators, with factor analysis eliminating redundant information through data structure and correlation analysis and extracting latent variables via data dimensionality reduction. These common factors can be utilized in linear regression and Bayesian network estimation. In addition, to offer practical guidance for educators and those preparing to become educators, it is crucial to examine the root causes of FLB borrowing. According to Wang et al. ( 2022 ), extracting causal information from data can aid in various machine learning tasks, including classification. They recommend quantifying, characterizing, and evaluating causal relationships within the framework of Bayesian network learning. A Bayesian network representing the total number of borrowings and borrowers of FLBs quantifies the strength of relationships using conditional probability. Reading is a lifelong, dynamic activity that enriches communication, learning, and exchanging ideas. Even during challenging times such as the COVID-19 pandemic, libraries provide emotional support and solace for readers. This study seeks to establish a network of relationships of FLBs, aiming to uncover overlooked connections, validate existing linguistic, sociological, and educational concepts, and address the current lack of continuous data analysis on the reading habits of Chinese university teachers and teacher candidates in FLBs. Additionally, it provides practical implications for educators and policymakers in China and beyond, adding to the ongoing discussion about the importance of reading in language learning. PREVIOUS RESEARCHES The modern educational landscape demands that students cultivate a sense of creativity and curiosity as they delve into new subject matter. According to Pasawano et al. ( 2023 ), this involves effectively expressing acquired knowledge and comprehending the mechanisms and motivations behind how things function. The foundational components of a reading culture comprise four key elements: reading skills, behaviors, habits, and influences (Aslam et al., 2022 ). Furthermore, Pasawano et al. ( 2023 ) emphasize recognizing three distinct types of information processing during reading: graphic, semantic, and syntactic. A reader’s comprehension level is significantly impacted by their background knowledge, language proficiency, interest level, reading techniques, and cultural perception of reading (Aebersold & Field, 2018 ). In their work, Kang et al. ( 2021 ) posit that readers typically grasp the essence of a text and may not necessarily concentrate on its formal structure. Their cumulative life experiences shape students’ capacity to comprehend written material. To provide students with more comprehensive reading experiences that resonate with their individual and cultural backgrounds, educators can employ various tools such as curriculum design, in-depth topic knowledge, and diverse teaching methods (Perkins, 2013 ). Alaei and Parsazadeh ( 2021 ) have categorized textbooks within English language environments into three distinct groups—local, localized, and international—while also evaluating educators’ and students’ cultural vantage points. Geopolitical cultural biases can lead to prejudice and discrimination. Lovtsevich and Sokolov ( 2020 ) have examined the adoption of English vocabulary from Northeast Asian countries, highlighting that terminology linked to these regions often reflects Western cultural preferences rather than those of the region itself. This can result in an absence of accurate representation and a dominance of Anglo-centric viewpoints in the definitions of Northeast Asian headwords. Liu et al. ( 2021 ) have noticed a predominance of American and British cultural contexts in foreign language textbooks, with the cultures of other inner-circle countries being placed at the periphery and the cultures of outer- and expanding-circle countries largely overlooked. Teachers and students have raised concerns about the lack of representation of diverse cultures in international textbooks and the exclusion of minority cultures. Additionally, there is a need for better representation of culture in both local and localized textbooks. The digital age has led to declining reading habits and decreased reading proficiency. The current literature extensively delves into the three primary elements that impact reading motivation: gender, age demographics, and geographic location. A noteworthy cross-cultural study by Kambara et al. ( 2023 ) sought to probe the disparities in reading motivation between American and Chinese college students concerning country and gender. Their findings revealed the intricacy of Chinese college students’ reading motivation: self-efficacy, reading interests, information acquisition, readiness for professional assessments, social connections, and personal development. Furthermore, Riggi and Vermunt ( 2011 ) utilized multilevel mixture factor analysis to unravel the complexities of students’ reading motivation. Their research underscored the impact of various factors such as the instructor’s approach, expertise, educational background, personal drive, and the students and their families on motivation variances. Data-driven education (Toste et al., 2023 ) involves the gathering and utilization of student progress data to determine the level of support and personalized instruction needed for students facing learning challenges. Teachers analyze student data to tailor their instructional methods, while academic libraries in higher education institutions curate reading lists for students with special needs. Research on reading often draws conclusions about the effectiveness of programs or overall approaches to teaching based on comprehensive analyses of data. The reading lists are curated using localized intelligence that accounts for academic experience, subject matter familiarity, and awareness of current trends (Chowdhury et al. 2023 ). When policymakers consider implementing a program in their schools, they typically review the costs and impacts examined in studies involving a student population similar to their target audience (Hollands et al., 2016 ). The primary objective of evaluation is to furnish information upon which decisions can be predicated. Embracing a positivist approach to performance measurement entails acknowledging that the decision maker has effectively formulated the problem and is confident in the methodologies and tools for precise assessment and measurement of education (Schlickmann & Bortoluzzi, 2023 ). The evaluation process should involve determining the stakeholders, defining the scope of the evaluation, selecting the appropriate methods, and interpreting the findings (Jackson, 2001 ). Social network analysis has gained popularity in sociology and related fields due to advancements in statistical modeling and the expansion of network data (An et al., 2022 ). Factor analysis is commonly employed to explicate the relationship between observable variables and underlying continuous latent variables. Factor models are proficient in handling continuous, dichotomous, or ordinal indicators. Statistical techniques such as hypothesis testing, likelihood ratios, and Bayesian models are employed for rigorous investigations following formal statistical procedures (Kafadar, 2020 ). However, most research in the correlation and causality domain has remained descriptive, posing challenges in rigorously applying the findings to policy and practices (An et al., 2022 ). Therefore, it is essential for academics and practitioners to carefully consider not only universal assessment methodologies and tools but also contextually significant situations that are prone to be overlooked (Schlickmann & Bortoluzzi, 2023 ). The study distinguishes itself from previous research by utilizing circulation data from teachers and teacher candidates at a Chinese university from 2012 to 2022. It integrates CNMARC and UNIMARC to address the challenges in cataloging practices for Chinese, Japanese, and Korean literature. University libraries in the China Academic Library & Information System (CALIS) employ CNMARC cataloging with localized field enhancement for resource descriptions of Chinese and other Asian languages, while also utilizing UNIMARC data when analyzing foreign books. MARC metadata enables a more detailed analysis of reading behaviors at a granular level. Once books are added to the collection, they become available for borrowing. A fixed number of readers reads each borrowed book, and there is a relationship between the act of lending a book and its duration in the library. Borrowing records include information about the borrower and the date the book was borrowed. According to Weaver et al. ( 2018 ), a correlation study provides a measurable value and direction for the link between these variables. Survival analysis based on the circulation data could be another feature of this study. The study’s focus on group characteristics facilitates a broader discussion at a macro level, shedding light on the reading behaviors of the university community. DATE AND METHOD Bibliography analysis The sample comprises 14,102 books, including 13,886 in Western languages, 202 in Japanese, and 14 in Russian. These are publications borrowed from 2012 to 2022. Data regarding cities, companies, titles, and authors is gathered from various statistical fields, including UNIMARC 260, 110, and 245, as well as CNMARC 200 and 210. This information is utilized to analyze the press and publications in significant cities. Additionally, the frequency of personal names, topical terms, geographical names, and genre forms of borrowed books is examined to discern the prevalent subject distribution in these publications. The data is sourced from UNIMARC 600, 650, 651, and 655 statistical fields, and CNMARC 600, 601, 602, 605, 606, and 607. 2. Survival analysis The sample comprises 9,819 borrowers of FLBs from 2012 to 2022, with their collective borrowings amounting to 35,447. Survival analysis was conducted on the borrowing data using SPSS. To determine the duration for which a book has been in the collection, the year the book was placed in storage was subtracted from 2023. For the reader type and gender fields, the following values are assigned: undergraduate 1, graduate 2, faculty 3, and other types 4; Male 1, Female 2. After setting the corresponding parameters, such as time intervals from 0 to 23 by 4, total borrowing times as Status (ranging from 1 to 421), and choosing the factor reader type (min 1, max 4) or gender (min 1, max 2). 3. Factor analysis The provided sample aligns with the sample used in survival analysis. To reduce the data’s dimensionality, factor analysis is conducted in SPSS. When inputting values into Excel, the researcher starts numbering from 1 instead of using frequency values directly to avoid confusion. Treat countries and departments with equal frequency as analogous entities. Within the factor analysis dialog box, select relevant variables such as total borrower, total number of borrowings, copy, city frequency, publishing house frequency, country, author frequency, title frequency, reader type, reader gender, reader frequency, book renewal, publication type, department, and more. Then, access the descriptives box and choose the initial solution and KMO and Bartlett’s test of sphericity. Proceed to the Extraction box and opt for the Unrotated Factor Solution and Scree plot, based on eigenvalue. Finally, go to the Rotation box and select Varimax. 4. Linear Regression The provided sample aligns with the one used in survival analysis, and it involves grouping variables based on the outcomes of factor analysis. Linear regression analysis is conducted in SPSS. Save the scores of the common factors generated in factor analysis and use them as independent variables for linear regression analysis, employing the “enter” method to predict the total borrowings and borrowers of FLBs. 5. Bayesian estimation The provided sample aligns with the one used in survival analysis. and it involves grouping variables based on the outcomes of factor analysis. Bayesian estimation is conducted in the SPSS Modeler. The targets for this model are the total number of borrowings and the total number of borrowers respectively, while the inputs consist of the scores derived from common factors identified in factor analysis. RESULT 1. Popular FLBs portrait The analysis in Fig. 1 presents data on the high-frequency distribution of cities, publishing houses, titles, and authors of FLBs based on word frequency. Notably, Beijing, New York, and London are the primary welcomed publishing hubs. Beijing-based publishers, such as World Book Inc., Peking University Press, and Tsinghua University Press, cover a broad spectrum of topics including interdisciplinary publishing, Chinese language publishing, scientific publishing, children’s publishing, and others. Similarly, New York-based publishers like McGraw Hill Book Co. and Harper & Row Ltd, and London-based publishers such as Oxford University Press and Cambridge University Press specialize in producing an extensive range of books, including reference books, textbooks, and literary works. Moreover, significant North American publishers such as Houghton Mifflin, Addison Wesley Publishing Company, The University of Chicago Press, and Thomson Reuters also play crucial roles. In Europe, influential publishers include Verlagsgruppe Bertelsmann GmbH, Verlagsgruppe Georg von Holtzbrinck, Springer Verlag GmbH & Co. KG, Hachette Livre, Wolters Kluwer, and Elsevier Science Publishers. Influenced Asian publishers include Shanghai Foreign Language Education Press, Joint Publishing, and Southeast University Press. Japanese publishing houses like Kodansha and Iwabo Bookstore are also significant. The word cloud in Fig. 2 presents information on high-frequency personal subjects, topical term subjects, geographical name subjects, and genre forms based on word frequency., Teachers and teacher candidates at NNU enjoy reading FLBs related to British and American literature, English language and culture, mathematics and physical sciences, education, psychology, and professional skills such as management, law, accounting, and computer science. The most popular books among readers are those centered around Shakespeare and his works. Literary characters and writers, linguists, psychologists, educators, and politicians are noted to have a significant impact on readers. 2. Borrower portrait The maximum borrowing for FLBs Borrowers is 457, with a mean of 3.61, a median of 2, and a standard deviation of 8.190. There are 7600 female borrowers, which accounts for 77.4% of the total, and 2219 male borrowers, accounting for 22.6%. Among the borrowers, 5315 are undergraduate students, making up 54.1%, while 3506 are postgraduate students, accounting for 35.7%. There are also 484 staff members, making up 4.9% of the total. The average borrowing mean values for different categories of individuals are as follows: undergraduate students 3.15; postgraduate students 3.93; staff 7.44; and other categories 2.55. When broken down by gender, the mean value for males is 4.31, and for females, it is 3.41. 3. FLBs survival index The median survival time for undergraduate students is 15.01; for postgraduate students, it is 13.61; for staff, it is 20.16; for other types, it is 7.47. For males, it is 14.72; and for females, it is 13.76. The survival plots of reader type and gender are displayed in Fig. 3 . The survival function provides the probability of an FLBs borrower’s activity over the years that FLBs have been collected. Generally, staff members exhibit higher borrowing activity than undergraduate students, postgraduate students, and other readers. Postgraduate students borrow more than undergraduates when FLBs have been collected for less than or equal to 15 years. However, undergraduate students borrow more than postgraduate students when FLBs have been collected for over 15 years (refer to Fig. 3 on the left). Both graduate and undergraduate students experience a relatively small change, while other readers witness the fastest decline in cumulative survival rate and significant changes in FLBs borrowing activity. On the other hand, the cumulative survival rate of staff decreases slowly, with a relatively small change in FLBs borrowing activity. Regarding gender, females show higher borrowing activity than males when FLBs have been collected for less than or equal to 10 years and more than 20 years. In contrast, males exhibit higher borrowing activity than females when FLBs have been collected for 11 to 20 years (refer to Fig. 3 on the right). Compared to males, females experience the fastest decline in cumulative survival rate and significant changes in FLBs borrowing activity. 4. Latent Variables The obtained P-value is 0.000, and the KMO and Bartlett’s test coefficient is 0.616, with an approximate chi-square value of 130098.294, indicating that the data structure and correlation are not ideal. Factor analysis was pursued due to the large sample size. The scree plot in Fig. 4 illustrates the variance accounted for by various factors. Notably, the initial steep decline followed by a gentler slope suggests meaningful factor extraction. The first two factors display significant eigenvalues and substantial changes, making a notable contribution to explaining the original variables. The correlation coefficients in the Rotated Component Matrix (Table 1 ) indicate the relationship between variables and common factors. The researcher ultimately selects three common factors, although the significance of the third factor is not as obvious as the first two, considering the practical significance and factor items. The data presented in Table 1 indicates that the first common factor (F1) effectively encompasses the total borrower, total number of borrowings, and copy, denoted as “acceptance.” The second common factor (F2), representing the frequency of the city, publishing house, and country, is referred to as “cultural dominance.” The third common factor (F3) is termed “personal background” and signifies the gender, department, and reader type. Table 1 Rotated Component Matrix Component 1 2 3 Total borrowers 0.901 0.081 -0.016 Total number of borrowings 0.885 0.120 -0.027 Copy 0.630 -0.054 0.004 City frequency 0.000 0.873 -0.015 Publishing house frequency 0.070 0.812 -0.052 Country -0.015 -0.681 -0.077 Reader gender -0.063 0.030 -0.769 Reader type -0.122 0.052 0.584 Department 0.028 0.000 0.510 5. FLBs borrowing prediction The initial linear regression analysis showed a strong model fit using the total number of FLB borrowings as the dependent variable. This was supported by an R-squared value of 0.798 and a p-value of 0.000. The regression coefficients for this model can be found in Table 2 . Table 2 Coefficients of the regression for the total number of borrowings Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 17.462 0.071 246.253 0.000 Acceptance 26.301 0.071 0.885 370.889 0.000 Cultural dominance 3.570 0.071 0.120 50.338 0.000 Personal background -0.805 0.071 -0.027 -11.351 0.000 In the second linear regression model, the total number of FLBs borrowers was used as the dependent variable. A robust model fit was observed with an R-squared value of 0.819 and a p-value of 0.000. The regression coefficients for this model can be found in Table 3 . Table 3 Coefficients of the regression for the total borrowers Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 2 (Constant) 15.410 0.071 216.330 0.000 Acceptance 28.396 0.071 0.901 398.627 0.000 Cultural dominance 2.564 0.071 0.081 35.988 0.000 Personal background -0.513 0.071 -0.016 -7.205 0.000 Upon examining the standardized coefficients presented in Tables 2 and 3 , it was determined that acceptance (F1) emerges as the most crucial factor in determining both the total number of FLBs borrowings and the number of borrowers. FLBs that readers and libraries widely recognize tend to experience higher borrowing volumes and readership. Additionally, cultural dominance (F2) seems to have a relatively minor impact on FLBs borrowing. However, the influence of personal background (F3) on FLBs borrowing was found to be less negative but still significant. 6. FLBs borrowing conditional probabilities DAG in Fig. 5 indicates that acceptance, cultural dominance, and personal background constrain the total number of borrowings and borrowers. In predicting the total number of borrowings for FLBs, acceptance is restricted by cultural dominance, which in turn is constrained by personal background. However, these three conditional factors do not significantly impact the total borrowings of FLBs. In estimating the number of FLB borrowers, acceptance is limited by personal background, which is constrained by cultural dominance. Acceptance is crucial in determining the number of foreign book borrowers, as its estimated value exceeds 0.4. With a conditional probability, it is predicted that there will be only one borrower when acceptance is less than or equal to 4.682. DISCUSSION 1. The significance of consistency recognition In consumer behavior, homogeneity cognition emerges as a critical predictor in the context of borrowing FLBs. The halo effect complements this, a psychological phenomenon that underscores the impact of initial impressions on subsequent judgments about others, suggesting a subjective lens through which individuals are evaluated based on limited information. Given the increasing reliance on peer experiences for product or service selection, it is evident that personal endorsements play a pivotal role in shaping consumer choices. These endorsements, manifesting through word-of-mouth, surveys, and articles, have found a dominant platform on social media. This evolution underscores the significance of shared sentiments and emotions in influencing decisions, highlighting a paradigm shift in how information is communicated and received (Luţan & Bădică, 2024 ). The relationship between academic impact assessment and the utilization of multi-level information underscores a nuanced approach to evaluating scholarly work, challenging the traditional reliance on citation data alone (Zhou, 2022 ). This approach accommodates variables such as key information recall and educational perspectives, providing a holistic view of an academic’s influence. Moreover, contemporary insights into youth engagement with reading reveal a layered relationship between material and social influences. It is observed that young individuals’ reading habits are significantly shaped by their involvement in extracurricular activities, such as arts and sports. These interests, in turn, foster a conducive environment for reading, driven by a natural inclination towards subjects that resonate with their extracurricular engagements (Boyask et al., 2024 ). In the realm of language acquisition and reading, the integration of various perceptual and cognitive systems is essential. The definition of an academic concept, structurally made up of multiple prototype information components, expresses the concept’s distinctive qualities and position within the body of knowledge (Latu, 2018 ). These knowledge chunks appear to be put together somewhat frequently utilizing particular linguistic constructions that link the ideas given in the definition. Information stimuli activate the hippocampus through encoding processes in working and long-term memory (Stern & Hasselmo, 2022 ). This complex process is further complicated for linguistically diverse students, for whom language ideologies may pose additional challenges. Inconsistencies in language usage among educational texts and practitioners pose a significant concern, potentially marginalizing critical theory, research, and reasoning within professional disciplines. This inconsistency challenges the epistemological advancement of professions, urging a reevaluation of communication strategies to foster a more inclusive and effective educational landscape (Webber, 2010 ). 2. The importance of multiculturalism The importance of multiculturalism in the modern world cannot be overstated, particularly when considering the flow and reception of FLBs. The concept of multiculturalism extends far beyond simple acknowledgment of cultural differences. It involves a deep understanding and appreciation of these differences, particularly in how they shape communication, learning, and the dissemination of information. Cross-cultural communication enables effective dialogue between diverse groups, ensuring that foreign and native cultures are respected and understood. The mindful use of language, sensitive to the nuances of different cultures, becomes paramount in this process (Wei & Wang, 2022 ). In education and literature, language serves not only to convey information but also to express cultural values and perspectives. Verbal coding plays a crucial role in cognitive tasks, as demonstrated by contemporary cognitive psychology (Coltheart et al., 1975 ). The process of syntactic processing, where several languages might compete with one another, highlights the complexity of cross-language transfer effects that can occur during the reading and understanding of FLBs (Tiffin-Richards, 2023 ). This linguistic competition underscores readers’ need to possess a keen awareness of cultural nuances to fully grasp the intended meanings and implications behind foreign texts. Furthermore, the direct impact of cultural background on a learner’s understanding emphasizes the need for educators and publishers to be mindful of varying cultural norms and values (Zhang & Su, 2021 ). Such mindfulness ensures that FLBs are not only accessible but also resonate with readers from diverse cultural backgrounds, fostering a more inclusive and effective educational landscape. For example, Western and Eastern European cultural circles offer distinct literary traditions and perspectives that can enrich a reader’s understanding of the world. Through the lens of multiculturalism, readers and scholars alike can appreciate the unique contributions of different cultures to the global tapestry of knowledge and literature. Embracing multiculturalism in the context of FLBs highlights the importance of cross-cultural communication and the mindful use of language. The book publishing industry is facing challenges in meeting the demands of the Internet era, leading to decreased consumer interest in books, inventory accumulation, and reduced revenue. To address this, publishers must acquire target information and technical knowledge to integrate new information technologies. The industry is becoming increasingly necessary to adopt advanced data mining technology (Bian, 2023 ). A certain level of coherence is indispensable in providing a clear basis for evaluating human cultural achievements. Understanding the global phenomenon of Shakespeare's popularity and the widespread teaching and appreciation of his works becomes easy in light of this perspective. Pedagogical challenges such as coinages, borrowings from foreign languages, archaic terminology, and false cognates have been discussed in recent decades (Murphy et al., 2020 ). Moreover, readers tend to spend more time processing information that aligns with their beliefs than information that contradicts them. This influences their comprehension levels and reading perspectives (Abendroth & Richter, 2023 ). It encourages a holistic understanding of texts that transcends mere translation, promoting a deeper engagement with the rich diversity of global cultures. Science-based argumentative texts are similar to expository scientific texts in content and structure and should be associated with higher trustworthiness ratings. On the other hand, personal case-based texts should be evaluated as less trustworthy than science-based texts due to their reliance on limited personal experiences and emotions. Prior beliefs influence readers' perceptions and acceptance of different argument types (Pershing, 2016 ; Savvidou et al., 2024 ). Multicultural identity is shaped through communication and self-identification. Sojourners develop a multicultural identity by adapting to different cultures (Biwa, 2022 ). Negative multicultural experiences can increase intergroup bias, mediated by changes in intergroup ideologies/worldviews, such as social dominance orientation (Affinito, 2023). Cultural intelligence directly and indirectly affects teachers’ attitudes towards multicultural education. Intercultural sensitivity plays a crucial role in this relationship. Enhancing teachers’ cultural intelligence and intercultural sensitivity is important for the effectiveness of multicultural education (Katıtaş et al., 2024 ). The influence of multicultural personality traits, such as cultural empathy, open-mindedness, and flexibility, predicts teachers’ management styles when managing intercultural conflicts (Vallone et al., 2022 ). According to Merry ( 2005 ), cultural coherence refers to how a particular group shapes an individual’s identity and psychological consistency, allowing individuals to make sense of their surroundings, interact with others, and form judgments based on a specific conceptual framework. Libraries, as ideal multicultural spaces, attract people from diverse ethnic backgrounds in their quest for knowledge. Hence, it is essential to devise a suitable strategy to uphold intercultural communication practice's importance and influence, as Holbeach et al. recommended in 2023. This underscores the need for aspiring librarians to possess cultural competence as an indispensable tool for recognizing and addressing a wide range of cultural characteristics (Nath & Chutia, 2021 ). 3. Gender differences The discourse on gender-related differences in cognitive abilities and educational behaviors has been a subject of extensive study. One of the foundational pieces of research in this discourse was conducted by Coltheart et al. ( 1975 ), who illustrated that there are discernible variations in the cognitive abilities of males and females. Specifically, their study highlighted that females generally outperform males on verbal tasks—including verbal fluency, articulation, and spelling—while males excel in visuospatial tasks, such as maze learning or form-board tasks. This early work laid the groundwork for subsequent research exploring the intricacies of gender differences in cognitive functions and educational behaviors. Expanding on this theme, Dinçer and Çilek ( 2022 ) made significant strides in understanding the relationship between gender, critical thinking, and metacognitive awareness. Their meticulous application of the Metacognitive Awareness of Reading Strategies Inventory, the Critical Thinking Attitude Scale, and a Demographic Information Form revealed that women exhibit substantially higher levels of critical thinking attitudes and metacognitive awareness than their male counterparts. Notably, the study also found a considerable correlation between the enhancement in metacognitive awareness and the scores on critical thinking components, emphasizing how using metacognitive awareness strategies increases with higher engagement in critical thought. This suggests a gender-based divergence in language behavior and learning strategies, particularly highlighting the role of metacognition in mediating the relationship between gender and educational outcomes. Further exploration into the gendered patterns in reading preferences and habits was conducted by Jabbar and Warraich ( 2023 ), who observed distinct preferences among male and female respondents regarding the type of reading materials they engage with. Their findings indicate that female respondents visit libraries and read more frequently than their male counterparts and have a pronounced inclination towards fiction and online materials. Conversely, male respondents preferred non-fiction and printed materials, with their reading habits primarily influenced by their fathers and peer groups. This dichotomy extends to the ease of reading between print and digital resources, shedding light on how gender influences reading behaviors. In a forward-looking study by Mog and Gayan ( 2024 ), female respondents exhibit a higher frequency of reading electronic and print materials than their male counterparts, and both genders find print resources easier to read than digital resources. This study reveals that while female teachers and candidates show fluctuations in borrowing frequency, they exhibit a distinct advantage in borrowing activities, especially concerning older books collected over more than 20 years. On the contrary, male teachers and candidates are characterized by higher levels of sustained activity in borrowing FLBs, particularly those collected for 5–20 years. Supported by Bayesian networks, these findings underscore the importance of considering gender differences in the context of foreign language acquisition. Given the intricate nature of gender-based variations in cognitive abilities, critical thinking, metacognitive awareness, reading preferences, and educational behaviors, educators, policymakers, and researchers should employ nuanced, gender-sensitive methods when crafting and executing educational strategies and policies. This will ensure that all learners' unique needs and capabilities are properly acknowledged and supported. 4. The needs of faculty members The exploration of faculty and staff’s engagement with FLBs borrowing highlights a notable disparity in library usage patterns compared to the student body, underscoring a pronounced proclivity amongst educators toward international scholarly resources. This phenomenon is intricately linked to the amount of time various academic populations spend within the educational ecosystem. It delineates a hierarchical structure wherein staff members, followed by undergraduate and graduate students, exhibit varying degrees of library interaction, ostensibly influenced by their academic commitments and campus presence. Diving into the motivations behind the pursuit of socioscientific literature, it becomes evident that the drivers are multifaceted, encompassing a spectrum from the desire for active discourse participation to the innate quest for knowledge, as delineated by Abendroth & Richter ( 2023 ). This pursuit is not merely an academic exercise but significantly shapes information's perceived value and assimilation, critically dependent on the reader's intent and underlying disciplinary knowledge. Integrating this facet of academic identity into the pedagogical development of university educators emerges as a formidable challenge, with the recognition of this interconnection, as highlighted by van Dijk et al. ( 2023 ), essential for fostering an enriched educational milieu. In academic circles, “book” generally represents the physical embodiment of scholarly achievements derived from intellectual labor. Monographs have stood as the primary manifestation of scholarly effort for quite some time. Although articles in certain fields like economics have surpassed monographs as the primary medium for scientific communication, the monograph remains a vital form of scholarly communication and a critical measure of a successful career in disciplines such as social anthropology and history. The standards for what qualifies as a high-quality monograph vary by discipline. Nevertheless, the evaluation method mentioned earlier remains relevant (Tereza & Ludek, 2018 ). Readers with limited exposure to international literature may prefer classic or renowned works and exhibit little interest in exploring foreign literature. Conversely, readers well-versed in foreign literature and interested in international publications are more likely to be drawn to recently published works. The connection between reading beliefs and tendencies toward lifelong learning is influenced by enthusiasm. Buyukgoze ( 2023 ) investigates the link between reading habits and university students' inclination for lifelong learning, showing that undergraduates' passion for reading predicts their inclination toward lifelong learning. For literature enthusiasts, classic novels offer a means to explore emotions through fiction, which may be difficult to confront in real life. They allow individuals to revisit and immerse themselves in events in which they were not present when they initially occurred (Ogden, 2022 ). The examination of cross-disciplinary correlations further reveals a nuanced understanding of academic dichotomies, particularly within linguistics, ethnology, and archaeology, where stronger interrelations are observed (Zhang et al., 2018 ). This intricacy underscores the indispensability of specialized knowledge in facilitating effective second language acquisition pedagogies, necessitating a comprehensive grasp of linguistics and cognitive dynamics for educators. The imperative of academic English proficiency within this context cannot be overstated, framing the landscape for international scholarly exchanges and the operational dynamics of English as a Second Language (ESL) and English as a Foreign Language (EFL) learning environments. The elucidation of a reflective approach to EFL education by Karimi et al. ( 2024 ) presents a nuanced framework for pedagogical enhancement, characterized by a ten-stage model encompassing teaching methodology's theoretical and practical orchestration. This model advocates for a cyclic engagement with knowledge, from acquisition to application and review, promising to augment the teaching fabric with a robust reflective practice. Furthermore, the multifaceted nature of reading skills and the impact of language ideologies on linguistically diverse students (Thoma, 2022 ) highlight the complex interplay of cognitive, perceptual, and sociocultural elements in the educational journey. This textured landscape invites an ongoing dialogue among educators, policymakers, and stakeholders to reimagine and recalibrate pedagogical strategies that accommodate and nurture diverse intellects within academic domains. LIMITATION The study examines eleven years of FLBs borrowing data from a university library, offering practical insights into the reading habits of both teachers and students. Despite facing challenges integrating various data modules, the researcher utilizes search and matching functions to overcome these obstacles and generate a comprehensive analysis. While this study primarily employs a quantitative approach, it lacks qualitative research, which provides a detailed understanding of what is happening and, most importantly, why. Therefore, it is crucial to consider the social, cultural, historical, personnel, and educational changes during the 11 years of data collection. The halo, Rosenthal, Matthew, and internalization effects resulting from these changes cannot be overlooked. They must be considered in future research to yield a richer and more informative insight. CONCLUSION This research utilizes various analytical techniques to examine the borrowing habits of FLBs across different reader demographics. Three main factors, acceptance, cultural influence, and personal background, are identified, and their impact on FLB borrowing is evaluated. These findings can enhance reference book guidance, teaching support, bibliographic recommendations, and library resource development. Implementation of the study’s findings can reduce the chances of information gaps and reader dispositioning errors. Additionally, the methodological discoveries enable a more accurate analysis of book circulation trends and related variables. These insights are valuable for publishers, educators, researchers, and librarians, emphasizing the significance of comprehending reader behavior and psychology in FLBs borrowing. The detailed analysis of FLBs borrowing behavior and psychology in this study significantly contributes to the literature and enhances our understanding of the subject. Declarations COMPETING INTERESTS The author declares no competing interests. ETHICAL APPROVAL This article does not contain any studies with human participants performed by any of the authors. DATA AVAILABILITY The datasets generated during and/or analyzed during the current study are available from the corresponding author upon reasonable request. References Abendroth, J., & Richter, T. (2023). Reading perspectives moderate text-belief consistency effects in eye movements and comprehension. Discourse Processes, 60(2), 119–140. https://doi.org/10.1080/0163853X.2023.2172300 Aebersold, J.A., & Field, M.L. (2018). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5059581","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":357848930,"identity":"fce9f566-84e5-4ad2-9a7b-8f868321496d","order_by":0,"name":"Jiexuan Liu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAwElEQVRIiWNgGAWjYBAC++PNBx8k8NQw8xOv58yxZIMHMsfYJRuI1nIjx0zygQ0zv8EBYnUwzkhLkEjIYZM2Pp68geFHxTbCWph5Hh8wSDgjY2x25lkBY8+Z24S1sLGnJSQk9rAlm93IMWBmbCNCCw9DjsGBxH/M9ZtnEKtFgiPHsCGBh5nZQIJYLQY8x5IZEniOMUsA/XKQKL8YsDcf//kDFJXtyRsf/KggQgsSSCA+ahBaSNUxCkbBKBgFIwQAACw3PXxvY9++AAAAAElFTkSuQmCC","orcid":"","institution":"Nanjing Normal University","correspondingAuthor":true,"prefix":"","firstName":"Jiexuan","middleName":"","lastName":"Liu","suffix":""}],"badges":[],"createdAt":"2024-09-09 16:55:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5059581/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5059581/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":65212833,"identity":"89189bc6-c820-4661-8156-942bb2998a91","added_by":"auto","created_at":"2024-09-24 21:01:46","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":735540,"visible":true,"origin":"","legend":"\u003cp\u003eThe publishing information of popular FLBs\u003c/p\u003e","description":"","filename":"Figure1ThepublishinginformationofpopularFLBs.png","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/49365710c38229386979759a.png"},{"id":65212711,"identity":"66010eaf-a3b5-46c4-b86f-af71e2600e49","added_by":"auto","created_at":"2024-09-24 20:53:46","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":751748,"visible":true,"origin":"","legend":"\u003cp\u003eThe subject information of popular FLBs\u003c/p\u003e","description":"","filename":"Figure2ThesubjectinformationofpopularFLBs.png","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/2ee1d076ca83720ba0ff7af6.png"},{"id":65212832,"identity":"d75b79c8-6afa-46b9-9a46-c89903207d8c","added_by":"auto","created_at":"2024-09-24 21:01:45","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":9999,"visible":true,"origin":"","legend":"\u003cp\u003eSurvival plots\u003c/p\u003e","description":"","filename":"Figure3Survivalplots1.png","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/d2ddcee39a9effff5f26171b.png"},{"id":65212707,"identity":"10306233-3db7-45bb-b012-2fe33ffff3c5","added_by":"auto","created_at":"2024-09-24 20:53:45","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":6268,"visible":true,"origin":"","legend":"\u003cp\u003eScree plot\u003c/p\u003e","description":"","filename":"Figure4Screeplot.png","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/0c0c6a5390dc956cfaef458e.png"},{"id":65212709,"identity":"01eacbfa-4e9f-4fc8-b5d6-7a56fc79970f","added_by":"auto","created_at":"2024-09-24 20:53:46","extension":"jpg","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":71982,"visible":true,"origin":"","legend":"\u003cp\u003eDirected acyclic graph (DAG)\u003c/p\u003e","description":"","filename":"Figure5DirectedacyclicgraphDAG.jpg","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/22b217442e267f08f1bc66e8.jpg"},{"id":65213084,"identity":"6fd2334c-6e27-4581-ab2d-23c86b9955e3","added_by":"auto","created_at":"2024-09-24 21:17:48","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1973576,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5059581/v1/f3632c52-51d5-4dc8-abd4-996a487249c1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003ePublications play a crucial role in knowledge exchange, providing an abundance of reading materials for professional development and daily work. Journals, textbooks, and research papers are among the various materials available (du Sautoy, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Reading is a fundamental learning objective for college students, facilitating knowledge acquisition and academic growth, particularly in cross-cultural communication. College students are required to rapidly absorb and analyze substantial volumes of intricate textual content (Yapp et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Insufficient access to up-to-date and comprehensive reading materials may present challenges for students pursuing advanced subjects. According to Dignath et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), textual reading in pre-service teacher education shapes the educational perspectives of instructors. Despite this, many teachers lack the resources or methodologies necessary to teach reading effectively at the outset of their careers, resulting in an information gap between teachers and students.\u003c/p\u003e \u003cp\u003eExtensive reading of foreign language books (FLBs) holds particular significance for teachers and teacher candidates in normal universities. This practice can enhance their vocabulary, comprehension, and critical thinking skills, and expose them to diverse perspectives, cultures, and ideologies, broadening their horizons and promoting open-mindedness. Providing evidence-based literacy teaching and guidance to language learners is essential to meet their reading requirements for classes, papers, conferences, and teaching. Professional development focusing on the literacy and language needs of English language learners is indispensable to support teachers in adopting evidence-based reading instruction and intervention strategies (Shelton et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhen recommending foreign language books, librarians should first identify an appropriate audience. Utilizing Machine-Readable Cataloging (MARC) and its associated fields of FLBs can provide valuable insights into reading habits based on existing book borrowing data. The metadata in the MARC record, including author, title, and subject, serves as significant search points for the bibliography, shaping readers’ initial impressions and influencing their borrowing decisions. Given the differing cataloging regulations between Chinese Machine-Readable Cataloging (CNMARC) and Universal Machine-Readable Cataloguing (UNIMARC), librarians also require a thorough understanding of cataloging rules to extract diverse fields for classification statistics. Reading instruction is a complex cognitive activity that should be informed by evidence-based practices tailored to specific circumstances (Toste \u0026amp; Lindström, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Tracking reader behavior through MARC-linked circulation information empowers librarians and information professionals to better understand their patrons, enabling them to offer more personalized services.\u003c/p\u003e \u003cp\u003eThe borrowing behavior at the NNU library indicates a higher frequency of borrowing Chinese books among teachers and teacher candidates compared to FLBs. Borrowing from FLBs shows irregular and infrequent patterns, with many individuals borrowing only a few foreign language books. Over time, the majority of older collections have been disregarded, while classic works are increasingly borrowed the longer they have been available in the library. Introducing survival analysis can enhance our comprehension of the borrowing activity of books with varying storage years.\u003c/p\u003e \u003cp\u003eData sparsity arises when there is limited information available for users or FLBs. To tackle this challenge, researchers often opt to enhance the algorithm’s complexity (Devika \u0026amp; Milton, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). For example, the impact of a variable on model response is determined by ranking associated random variables based on their relative relevance (Haukaas, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The study also utilizes ranking methods to perform statistical analysis on the frequency of cities, publishing houses, subjects, and more. The interconnected fields yield diverse statistical indicators, with factor analysis eliminating redundant information through data structure and correlation analysis and extracting latent variables via data dimensionality reduction. These common factors can be utilized in linear regression and Bayesian network estimation.\u003c/p\u003e \u003cp\u003eIn addition, to offer practical guidance for educators and those preparing to become educators, it is crucial to examine the root causes of FLB borrowing. According to Wang et al. (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), extracting causal information from data can aid in various machine learning tasks, including classification. They recommend quantifying, characterizing, and evaluating causal relationships within the framework of Bayesian network learning. A Bayesian network representing the total number of borrowings and borrowers of FLBs quantifies the strength of relationships using conditional probability.\u003c/p\u003e \u003cp\u003eReading is a lifelong, dynamic activity that enriches communication, learning, and exchanging ideas. Even during challenging times such as the COVID-19 pandemic, libraries provide emotional support and solace for readers. This study seeks to establish a network of relationships of FLBs, aiming to uncover overlooked connections, validate existing linguistic, sociological, and educational concepts, and address the current lack of continuous data analysis on the reading habits of Chinese university teachers and teacher candidates in FLBs. Additionally, it provides practical implications for educators and policymakers in China and beyond, adding to the ongoing discussion about the importance of reading in language learning.\u003c/p\u003e"},{"header":"PREVIOUS RESEARCHES","content":"\u003cp\u003eThe modern educational landscape demands that students cultivate a sense of creativity and curiosity as they delve into new subject matter. According to Pasawano et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), this involves effectively expressing acquired knowledge and comprehending the mechanisms and motivations behind how things function. The foundational components of a reading culture comprise four key elements: reading skills, behaviors, habits, and influences (Aslam et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Furthermore, Pasawano et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasize recognizing three distinct types of information processing during reading: graphic, semantic, and syntactic. A reader’s comprehension level is significantly impacted by their background knowledge, language proficiency, interest level, reading techniques, and cultural perception of reading (Aebersold \u0026amp; Field, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In their work, Kang et al. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) posit that readers typically grasp the essence of a text and may not necessarily concentrate on its formal structure. Their cumulative life experiences shape students’ capacity to comprehend written material. To provide students with more comprehensive reading experiences that resonate with their individual and cultural backgrounds, educators can employ various tools such as curriculum design, in-depth topic knowledge, and diverse teaching methods (Perkins, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlaei and Parsazadeh (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) have categorized textbooks within English language environments into three distinct groups—local, localized, and international—while also evaluating educators’ and students’ cultural vantage points. Geopolitical cultural biases can lead to prejudice and discrimination. Lovtsevich and Sokolov (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) have examined the adoption of English vocabulary from Northeast Asian countries, highlighting that terminology linked to these regions often reflects Western cultural preferences rather than those of the region itself. This can result in an absence of accurate representation and a dominance of Anglo-centric viewpoints in the definitions of Northeast Asian headwords. Liu et al. (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) have noticed a predominance of American and British cultural contexts in foreign language textbooks, with the cultures of other inner-circle countries being placed at the periphery and the cultures of outer- and expanding-circle countries largely overlooked. Teachers and students have raised concerns about the lack of representation of diverse cultures in international textbooks and the exclusion of minority cultures. Additionally, there is a need for better representation of culture in both local and localized textbooks.\u003c/p\u003e \u003cp\u003eThe digital age has led to declining reading habits and decreased reading proficiency. The current literature extensively delves into the three primary elements that impact reading motivation: gender, age demographics, and geographic location. A noteworthy cross-cultural study by Kambara et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) sought to probe the disparities in reading motivation between American and Chinese college students concerning country and gender. Their findings revealed the intricacy of Chinese college students’ reading motivation: self-efficacy, reading interests, information acquisition, readiness for professional assessments, social connections, and personal development. Furthermore, Riggi and Vermunt (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) utilized multilevel mixture factor analysis to unravel the complexities of students’ reading motivation. Their research underscored the impact of various factors such as the instructor’s approach, expertise, educational background, personal drive, and the students and their families on motivation variances.\u003c/p\u003e \u003cp\u003eData-driven education (Toste et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) involves the gathering and utilization of student progress data to determine the level of support and personalized instruction needed for students facing learning challenges. Teachers analyze student data to tailor their instructional methods, while academic libraries in higher education institutions curate reading lists for students with special needs. Research on reading often draws conclusions about the effectiveness of programs or overall approaches to teaching based on comprehensive analyses of data. The reading lists are curated using localized intelligence that accounts for academic experience, subject matter familiarity, and awareness of current trends (Chowdhury et al. \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). When policymakers consider implementing a program in their schools, they typically review the costs and impacts examined in studies involving a student population similar to their target audience (Hollands et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe primary objective of evaluation is to furnish information upon which decisions can be predicated. Embracing a positivist approach to performance measurement entails acknowledging that the decision maker has effectively formulated the problem and is confident in the methodologies and tools for precise assessment and measurement of education (Schlickmann \u0026amp; Bortoluzzi, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The evaluation process should involve determining the stakeholders, defining the scope of the evaluation, selecting the appropriate methods, and interpreting the findings (Jackson, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Social network analysis has gained popularity in sociology and related fields due to advancements in statistical modeling and the expansion of network data (An et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Factor analysis is commonly employed to explicate the relationship between observable variables and underlying continuous latent variables. Factor models are proficient in handling continuous, dichotomous, or ordinal indicators. Statistical techniques such as hypothesis testing, likelihood ratios, and Bayesian models are employed for rigorous investigations following formal statistical procedures (Kafadar, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, most research in the correlation and causality domain has remained descriptive, posing challenges in rigorously applying the findings to policy and practices (An et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Therefore, it is essential for academics and practitioners to carefully consider not only universal assessment methodologies and tools but also contextually significant situations that are prone to be overlooked (Schlickmann \u0026amp; Bortoluzzi, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The study distinguishes itself from previous research by utilizing circulation data from teachers and teacher candidates at a Chinese university from 2012 to 2022. It integrates CNMARC and UNIMARC to address the challenges in cataloging practices for Chinese, Japanese, and Korean literature. University libraries in the China Academic Library \u0026amp; Information System (CALIS) employ CNMARC cataloging with localized field enhancement for resource descriptions of Chinese and other Asian languages, while also utilizing UNIMARC data when analyzing foreign books. MARC metadata enables a more detailed analysis of reading behaviors at a granular level.\u003c/p\u003e \u003cp\u003eOnce books are added to the collection, they become available for borrowing. A fixed number of readers reads each borrowed book, and there is a relationship between the act of lending a book and its duration in the library. Borrowing records include information about the borrower and the date the book was borrowed. According to Weaver et al. (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), a correlation study provides a measurable value and direction for the link between these variables. Survival analysis based on the circulation data could be another feature of this study. The study’s focus on group characteristics facilitates a broader discussion at a macro level, shedding light on the reading behaviors of the university community.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e\u003c/p\u003e "},{"header":"DATE AND METHOD","content":"\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eBibliography analysis\u003c/b\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003cp\u003eThe sample comprises 14,102 books, including 13,886 in Western languages, 202 in Japanese, and 14 in Russian. These are publications borrowed from 2012 to 2022. Data regarding cities, companies, titles, and authors is gathered from various statistical fields, including UNIMARC 260, 110, and 245, as well as CNMARC 200 and 210. This information is utilized to analyze the press and publications in significant cities. Additionally, the frequency of personal names, topical terms, geographical names, and genre forms of borrowed books is examined to discern the prevalent subject distribution in these publications. The data is sourced from UNIMARC 600, 650, 651, and 655 statistical fields, and CNMARC 600, 601, 602, 605, 606, and 607.\u003c/p\u003e\n\u003ch3\u003e2. Survival analysis\u003c/h3\u003e\n\u003cp\u003eThe sample comprises 9,819 borrowers of FLBs from 2012 to 2022, with their collective borrowings amounting to 35,447. Survival analysis was conducted on the borrowing data using SPSS. To determine the duration for which a book has been in the collection, the year the book was placed in storage was subtracted from 2023. For the reader type and gender fields, the following values are assigned: undergraduate 1, graduate 2, faculty 3, and other types 4; Male 1, Female 2. After setting the corresponding parameters, such as time intervals from 0 to 23 by 4, total borrowing times as Status (ranging from 1 to 421), and choosing the factor reader type (min 1, max 4) or gender (min 1, max 2).\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e3. Factor analysis\u003c/h2\u003e \u003cp\u003eThe provided sample aligns with the sample used in survival analysis. To reduce the data’s dimensionality, factor analysis is conducted in SPSS. When inputting values into Excel, the researcher starts numbering from 1 instead of using frequency values directly to avoid confusion. Treat countries and departments with equal frequency as analogous entities. Within the factor analysis dialog box, select relevant variables such as total borrower, total number of borrowings, copy, city frequency, publishing house frequency, country, author frequency, title frequency, reader type, reader gender, reader frequency, book renewal, publication type, department, and more. Then, access the descriptives box and choose the initial solution and KMO and Bartlett’s test of sphericity. Proceed to the Extraction box and opt for the Unrotated Factor Solution and Scree plot, based on eigenvalue. Finally, go to the Rotation box and select Varimax.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e4. Linear Regression\u003c/h2\u003e \u003cp\u003eThe provided sample aligns with the one used in survival analysis, and it involves grouping variables based on the outcomes of factor analysis. Linear regression analysis is conducted in SPSS. Save the scores of the common factors generated in factor analysis and use them as independent variables for linear regression analysis, employing the “enter” method to predict the total borrowings and borrowers of FLBs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e5. Bayesian estimation\u003c/h2\u003e \u003cp\u003eThe provided sample aligns with the one used in survival analysis. and it involves grouping variables based on the outcomes of factor analysis. Bayesian estimation is conducted in the SPSS Modeler. The targets for this model are the total number of borrowings and the total number of borrowers respectively, while the inputs consist of the scores derived from common factors identified in factor analysis.\u003c/p\u003e"},{"header":"RESULT","content":"\u003cp\u003e1. Popular FLBs portrait\u003c/p\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n \u003cp\u003eThe analysis in Fig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e presents data on the high-frequency distribution of cities, publishing houses, titles, and authors of FLBs based on word frequency. Notably, Beijing, New York, and London are the primary welcomed publishing hubs. Beijing-based publishers, such as World Book Inc., Peking University Press, and Tsinghua University Press, cover a broad spectrum of topics including interdisciplinary publishing, Chinese language publishing, scientific publishing, children\u0026rsquo;s publishing, and others. Similarly, New York-based publishers like McGraw Hill Book Co. and Harper \u0026amp; Row Ltd, and London-based publishers such as Oxford University Press and Cambridge University Press specialize in producing an extensive range of books, including reference books, textbooks, and literary works.\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eMoreover, significant North American publishers such as Houghton Mifflin, Addison Wesley Publishing Company, The University of Chicago Press, and Thomson Reuters also play crucial roles. In Europe, influential publishers include Verlagsgruppe Bertelsmann GmbH, Verlagsgruppe Georg von Holtzbrinck, Springer Verlag GmbH \u0026amp; Co. KG, Hachette Livre, Wolters Kluwer, and Elsevier Science Publishers. Influenced Asian publishers include Shanghai Foreign Language Education Press, Joint Publishing, and Southeast University Press. Japanese publishing houses like Kodansha and Iwabo Bookstore are also significant.\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eThe word cloud in Fig. \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e presents information on high-frequency personal subjects, topical term subjects, geographical name subjects, and genre forms based on word frequency., Teachers and teacher candidates at NNU enjoy reading FLBs related to British and American literature, English language and culture, mathematics and physical sciences, education, psychology, and professional skills such as management, law, accounting, and computer science. The most popular books among readers are those centered around Shakespeare and his works. Literary characters and writers, linguists, psychologists, educators, and politicians are noted to have a significant impact on readers.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e2. Borrower portrait\u003c/h2\u003e\n \u003cp\u003eThe maximum borrowing for FLBs Borrowers is 457, with a mean of 3.61, a median of 2, and a standard deviation of 8.190. There are 7600 female borrowers, which accounts for 77.4% of the total, and 2219 male borrowers, accounting for 22.6%. Among the borrowers, 5315 are undergraduate students, making up 54.1%, while 3506 are postgraduate students, accounting for 35.7%. There are also 484 staff members, making up 4.9% of the total. The average borrowing mean values for different categories of individuals are as follows: undergraduate students 3.15; postgraduate students 3.93; staff 7.44; and other categories 2.55. When broken down by gender, the mean value for males is 4.31, and for females, it is 3.41.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003e3. FLBs survival index\u003c/h2\u003e\n \u003cp\u003eThe median survival time for undergraduate students is 15.01; for postgraduate students, it is 13.61; for staff, it is 20.16; for other types, it is 7.47. For males, it is 14.72; and for females, it is 13.76. The survival plots of reader type and gender are displayed in Fig. \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eThe survival function provides the probability of an FLBs borrower\u0026rsquo;s activity over the years that FLBs have been collected. Generally, staff members exhibit higher borrowing activity than undergraduate students, postgraduate students, and other readers. Postgraduate students borrow more than undergraduates when FLBs have been collected for less than or equal to 15 years. However, undergraduate students borrow more than postgraduate students when FLBs have been collected for over 15 years (refer to Fig. \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e on the left). Both graduate and undergraduate students experience a relatively small change, while other readers witness the fastest decline in cumulative survival rate and significant changes in FLBs borrowing activity. On the other hand, the cumulative survival rate of staff decreases slowly, with a relatively small change in FLBs borrowing activity. Regarding gender, females show higher borrowing activity than males when FLBs have been collected for less than or equal to 10 years and more than 20 years. In contrast, males exhibit higher borrowing activity than females when FLBs have been collected for 11 to 20 years (refer to Fig. \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e on the right). Compared to males, females experience the fastest decline in cumulative survival rate and significant changes in FLBs borrowing activity.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\n \u003ch2\u003e4. Latent Variables\u003c/h2\u003e\n \u003cp\u003eThe obtained P-value is 0.000, and the KMO and Bartlett\u0026rsquo;s test coefficient is 0.616, with an approximate chi-square value of 130098.294, indicating that the data structure and correlation are not ideal. Factor analysis was pursued due to the large sample size. The scree plot in Fig. \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e illustrates the variance accounted for by various factors. Notably, the initial steep decline followed by a gentler slope suggests meaningful factor extraction. The first two factors display significant eigenvalues and substantial changes, making a notable contribution to explaining the original variables. The correlation coefficients in the Rotated Component Matrix (Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e) indicate the relationship between variables and common factors. The researcher ultimately selects three common factors, although the significance of the third factor is not as obvious as the first two, considering the practical significance and factor items.\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eThe data presented in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e indicates that the first common factor (F1) effectively encompasses the total borrower, total number of borrowings, and copy, denoted as \u0026ldquo;acceptance.\u0026rdquo; The second common factor (F2), representing the frequency of the city, publishing house, and country, is referred to as \u0026ldquo;cultural dominance.\u0026rdquo; The third common factor (F3) is termed \u0026ldquo;personal background\u0026rdquo; and signifies the gender, department, and reader type.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"char\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003cdiv align=\"char\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eRotated Component Matrix\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003eComponent\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal borrowers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.901\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.081\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.016\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal number of borrowings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.885\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCopy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.630\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.004\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCity frequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.873\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePublishing house frequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.070\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.812\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.052\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCountry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e-0.681\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.077\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eReader gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e-0.769\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eReader type\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.052\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.584\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDepartment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.510\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003e5. FLBs borrowing prediction\u003c/h2\u003e\n \u003cp\u003eThe initial linear regression analysis showed a strong model fit using the total number of FLB borrowings as the dependent variable. This was supported by an R-squared value of 0.798 and a p-value of 0.000. The regression coefficients for this model can be found in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003cdiv align=\"char\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eCoefficients of the regression for the total number of borrowings\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBeta\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.462\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e246.253\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e26.301\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.885\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e370.889\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCultural dominance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.570\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e50.338\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePersonal background\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.805\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-11.351\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eIn the second linear regression model, the total number of FLBs borrowers was used as the dependent variable. A robust model fit was observed with an R-squared value of 0.819 and a p-value of 0.000. The regression coefficients for this model can be found in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"char\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eCoefficients of the regression for the total borrowers\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\" rowspan=\"2\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStd. Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBeta\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15.410\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e216.330\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAcceptance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e28.396\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.901\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e398.627\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCultural dominance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.564\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.081\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35.988\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePersonal background\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.513\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.016\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-7.205\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eUpon examining the standardized coefficients presented in Tables \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e and \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e, it was determined that acceptance (F1) emerges as the most crucial factor in determining both the total number of FLBs borrowings and the number of borrowers. FLBs that readers and libraries widely recognize tend to experience higher borrowing volumes and readership. Additionally, cultural dominance (F2) seems to have a relatively minor impact on FLBs borrowing. However, the influence of personal background (F3) on FLBs borrowing was found to be less negative but still significant.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003e6. FLBs borrowing conditional probabilities\u003c/h2\u003e\n \u003cp\u003eDAG in Fig. \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e indicates that acceptance, cultural dominance, and personal background constrain the total number of borrowings and borrowers. In predicting the total number of borrowings for FLBs, acceptance is restricted by cultural dominance, which in turn is constrained by personal background. However, these three conditional factors do not significantly impact the total borrowings of FLBs. In estimating the number of FLB borrowers, acceptance is limited by personal background, which is constrained by cultural dominance. Acceptance is crucial in determining the number of foreign book borrowers, as its estimated value exceeds 0.4. With a conditional probability, it is predicted that there will be only one borrower when acceptance is less than or equal to 4.682.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e1. The significance of consistency recognition\u003c/h2\u003e \u003cp\u003eIn consumer behavior, homogeneity cognition emerges as a critical predictor in the context of borrowing FLBs. The halo effect complements this, a psychological phenomenon that underscores the impact of initial impressions on subsequent judgments about others, suggesting a subjective lens through which individuals are evaluated based on limited information. Given the increasing reliance on peer experiences for product or service selection, it is evident that personal endorsements play a pivotal role in shaping consumer choices. These endorsements, manifesting through word-of-mouth, surveys, and articles, have found a dominant platform on social media. This evolution underscores the significance of shared sentiments and emotions in influencing decisions, highlighting a paradigm shift in how information is communicated and received (Luţan \u0026amp; Bădică, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe relationship between academic impact assessment and the utilization of multi-level information underscores a nuanced approach to evaluating scholarly work, challenging the traditional reliance on citation data alone (Zhou, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This approach accommodates variables such as key information recall and educational perspectives, providing a holistic view of an academic\u0026rsquo;s influence. Moreover, contemporary insights into youth engagement with reading reveal a layered relationship between material and social influences. It is observed that young individuals\u0026rsquo; reading habits are significantly shaped by their involvement in extracurricular activities, such as arts and sports. These interests, in turn, foster a conducive environment for reading, driven by a natural inclination towards subjects that resonate with their extracurricular engagements (Boyask et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the realm of language acquisition and reading, the integration of various perceptual and cognitive systems is essential. The definition of an academic concept, structurally made up of multiple prototype information components, expresses the concept\u0026rsquo;s distinctive qualities and position within the body of knowledge (Latu, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). These knowledge chunks appear to be put together somewhat frequently utilizing particular linguistic constructions that link the ideas given in the definition. Information stimuli activate the hippocampus through encoding processes in working and long-term memory (Stern \u0026amp; Hasselmo, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This complex process is further complicated for linguistically diverse students, for whom language ideologies may pose additional challenges. Inconsistencies in language usage among educational texts and practitioners pose a significant concern, potentially marginalizing critical theory, research, and reasoning within professional disciplines. This inconsistency challenges the epistemological advancement of professions, urging a reevaluation of communication strategies to foster a more inclusive and effective educational landscape (Webber, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e2. The importance of multiculturalism\u003c/h2\u003e \u003cp\u003eThe importance of multiculturalism in the modern world cannot be overstated, particularly when considering the flow and reception of FLBs. The concept of multiculturalism extends far beyond simple acknowledgment of cultural differences. It involves a deep understanding and appreciation of these differences, particularly in how they shape communication, learning, and the dissemination of information. Cross-cultural communication enables effective dialogue between diverse groups, ensuring that foreign and native cultures are respected and understood. The mindful use of language, sensitive to the nuances of different cultures, becomes paramount in this process (Wei \u0026amp; Wang, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In education and literature, language serves not only to convey information but also to express cultural values and perspectives. Verbal coding plays a crucial role in cognitive tasks, as demonstrated by contemporary cognitive psychology (Coltheart et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1975\u003c/span\u003e). The process of syntactic processing, where several languages might compete with one another, highlights the complexity of cross-language transfer effects that can occur during the reading and understanding of FLBs (Tiffin-Richards, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This linguistic competition underscores readers\u0026rsquo; need to possess a keen awareness of cultural nuances to fully grasp the intended meanings and implications behind foreign texts.\u003c/p\u003e \u003cp\u003eFurthermore, the direct impact of cultural background on a learner\u0026rsquo;s understanding emphasizes the need for educators and publishers to be mindful of varying cultural norms and values (Zhang \u0026amp; Su, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such mindfulness ensures that FLBs are not only accessible but also resonate with readers from diverse cultural backgrounds, fostering a more inclusive and effective educational landscape. For example, Western and Eastern European cultural circles offer distinct literary traditions and perspectives that can enrich a reader\u0026rsquo;s understanding of the world. Through the lens of multiculturalism, readers and scholars alike can appreciate the unique contributions of different cultures to the global tapestry of knowledge and literature.\u003c/p\u003e \u003cp\u003eEmbracing multiculturalism in the context of FLBs highlights the importance of cross-cultural communication and the mindful use of language. The book publishing industry is facing challenges in meeting the demands of the Internet era, leading to decreased consumer interest in books, inventory accumulation, and reduced revenue. To address this, publishers must acquire target information and technical knowledge to integrate new information technologies. The industry is becoming increasingly necessary to adopt advanced data mining technology (Bian, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). A certain level of coherence is indispensable in providing a clear basis for evaluating human cultural achievements. Understanding the global phenomenon of Shakespeare's popularity and the widespread teaching and appreciation of his works becomes easy in light of this perspective. Pedagogical challenges such as coinages, borrowings from foreign languages, archaic terminology, and false cognates have been discussed in recent decades (Murphy et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Moreover, readers tend to spend more time processing information that aligns with their beliefs than information that contradicts them. This influences their comprehension levels and reading perspectives (Abendroth \u0026amp; Richter, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). It encourages a holistic understanding of texts that transcends mere translation, promoting a deeper engagement with the rich diversity of global cultures. Science-based argumentative texts are similar to expository scientific texts in content and structure and should be associated with higher trustworthiness ratings. On the other hand, personal case-based texts should be evaluated as less trustworthy than science-based texts due to their reliance on limited personal experiences and emotions. Prior beliefs influence readers' perceptions and acceptance of different argument types (Pershing, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Savvidou et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMulticultural identity is shaped through communication and self-identification. Sojourners develop a multicultural identity by adapting to different cultures (Biwa, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Negative multicultural experiences can increase intergroup bias, mediated by changes in intergroup ideologies/worldviews, such as social dominance orientation (Affinito, 2023). Cultural intelligence directly and indirectly affects teachers\u0026rsquo; attitudes towards multicultural education. Intercultural sensitivity plays a crucial role in this relationship. Enhancing teachers\u0026rsquo; cultural intelligence and intercultural sensitivity is important for the effectiveness of multicultural education (Katıtaş et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The influence of multicultural personality traits, such as cultural empathy, open-mindedness, and flexibility, predicts teachers\u0026rsquo; management styles when managing intercultural conflicts (Vallone et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). According to Merry (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2005\u003c/span\u003e), cultural coherence refers to how a particular group shapes an individual\u0026rsquo;s identity and psychological consistency, allowing individuals to make sense of their surroundings, interact with others, and form judgments based on a specific conceptual framework. Libraries, as ideal multicultural spaces, attract people from diverse ethnic backgrounds in their quest for knowledge. Hence, it is essential to devise a suitable strategy to uphold intercultural communication practice's importance and influence, as Holbeach et al. recommended in 2023. This underscores the need for aspiring librarians to possess cultural competence as an indispensable tool for recognizing and addressing a wide range of cultural characteristics (Nath \u0026amp; Chutia, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3. Gender differences\u003c/h2\u003e \u003cp\u003eThe discourse on gender-related differences in cognitive abilities and educational behaviors has been a subject of extensive study. One of the foundational pieces of research in this discourse was conducted by Coltheart et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1975\u003c/span\u003e), who illustrated that there are discernible variations in the cognitive abilities of males and females. Specifically, their study highlighted that females generally outperform males on verbal tasks\u0026mdash;including verbal fluency, articulation, and spelling\u0026mdash;while males excel in visuospatial tasks, such as maze learning or form-board tasks. This early work laid the groundwork for subsequent research exploring the intricacies of gender differences in cognitive functions and educational behaviors.\u003c/p\u003e \u003cp\u003eExpanding on this theme, Din\u0026ccedil;er and \u0026Ccedil;ilek (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) made significant strides in understanding the relationship between gender, critical thinking, and metacognitive awareness. Their meticulous application of the Metacognitive Awareness of Reading Strategies Inventory, the Critical Thinking Attitude Scale, and a Demographic Information Form revealed that women exhibit substantially higher levels of critical thinking attitudes and metacognitive awareness than their male counterparts. Notably, the study also found a considerable correlation between the enhancement in metacognitive awareness and the scores on critical thinking components, emphasizing how using metacognitive awareness strategies increases with higher engagement in critical thought. This suggests a gender-based divergence in language behavior and learning strategies, particularly highlighting the role of metacognition in mediating the relationship between gender and educational outcomes.\u003c/p\u003e \u003cp\u003eFurther exploration into the gendered patterns in reading preferences and habits was conducted by Jabbar and Warraich (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), who observed distinct preferences among male and female respondents regarding the type of reading materials they engage with. Their findings indicate that female respondents visit libraries and read more frequently than their male counterparts and have a pronounced inclination towards fiction and online materials. Conversely, male respondents preferred non-fiction and printed materials, with their reading habits primarily influenced by their fathers and peer groups. This dichotomy extends to the ease of reading between print and digital resources, shedding light on how gender influences reading behaviors. In a forward-looking study by Mog and Gayan (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), female respondents exhibit a higher frequency of reading electronic and print materials than their male counterparts, and both genders find print resources easier to read than digital resources.\u003c/p\u003e \u003cp\u003eThis study reveals that while female teachers and candidates show fluctuations in borrowing frequency, they exhibit a distinct advantage in borrowing activities, especially concerning older books collected over more than 20 years. On the contrary, male teachers and candidates are characterized by higher levels of sustained activity in borrowing FLBs, particularly those collected for 5\u0026ndash;20 years. Supported by Bayesian networks, these findings underscore the importance of considering gender differences in the context of foreign language acquisition. Given the intricate nature of gender-based variations in cognitive abilities, critical thinking, metacognitive awareness, reading preferences, and educational behaviors, educators, policymakers, and researchers should employ nuanced, gender-sensitive methods when crafting and executing educational strategies and policies. This will ensure that all learners' unique needs and capabilities are properly acknowledged and supported.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4. The needs of faculty members\u003c/h2\u003e \u003cp\u003eThe exploration of faculty and staff\u0026rsquo;s engagement with FLBs borrowing highlights a notable disparity in library usage patterns compared to the student body, underscoring a pronounced proclivity amongst educators toward international scholarly resources. This phenomenon is intricately linked to the amount of time various academic populations spend within the educational ecosystem. It delineates a hierarchical structure wherein staff members, followed by undergraduate and graduate students, exhibit varying degrees of library interaction, ostensibly influenced by their academic commitments and campus presence.\u003c/p\u003e \u003cp\u003eDiving into the motivations behind the pursuit of socioscientific literature, it becomes evident that the drivers are multifaceted, encompassing a spectrum from the desire for active discourse participation to the innate quest for knowledge, as delineated by Abendroth \u0026amp; Richter (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This pursuit is not merely an academic exercise but significantly shapes information's perceived value and assimilation, critically dependent on the reader's intent and underlying disciplinary knowledge. Integrating this facet of academic identity into the pedagogical development of university educators emerges as a formidable challenge, with the recognition of this interconnection, as highlighted by van Dijk et al. (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), essential for fostering an enriched educational milieu.\u003c/p\u003e \u003cp\u003eIn academic circles, \u0026ldquo;book\u0026rdquo; generally represents the physical embodiment of scholarly achievements derived from intellectual labor. Monographs have stood as the primary manifestation of scholarly effort for quite some time. Although articles in certain fields like economics have surpassed monographs as the primary medium for scientific communication, the monograph remains a vital form of scholarly communication and a critical measure of a successful career in disciplines such as social anthropology and history. The standards for what qualifies as a high-quality monograph vary by discipline. Nevertheless, the evaluation method mentioned earlier remains relevant (Tereza \u0026amp; Ludek, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Readers with limited exposure to international literature may prefer classic or renowned works and exhibit little interest in exploring foreign literature. Conversely, readers well-versed in foreign literature and interested in international publications are more likely to be drawn to recently published works. The connection between reading beliefs and tendencies toward lifelong learning is influenced by enthusiasm. Buyukgoze (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) investigates the link between reading habits and university students' inclination for lifelong learning, showing that undergraduates' passion for reading predicts their inclination toward lifelong learning. For literature enthusiasts, classic novels offer a means to explore emotions through fiction, which may be difficult to confront in real life. They allow individuals to revisit and immerse themselves in events in which they were not present when they initially occurred (Ogden, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe examination of cross-disciplinary correlations further reveals a nuanced understanding of academic dichotomies, particularly within linguistics, ethnology, and archaeology, where stronger interrelations are observed (Zhang et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This intricacy underscores the indispensability of specialized knowledge in facilitating effective second language acquisition pedagogies, necessitating a comprehensive grasp of linguistics and cognitive dynamics for educators. The imperative of academic English proficiency within this context cannot be overstated, framing the landscape for international scholarly exchanges and the operational dynamics of English as a Second Language (ESL) and English as a Foreign Language (EFL) learning environments. The elucidation of a reflective approach to EFL education by Karimi et al. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) presents a nuanced framework for pedagogical enhancement, characterized by a ten-stage model encompassing teaching methodology's theoretical and practical orchestration. This model advocates for a cyclic engagement with knowledge, from acquisition to application and review, promising to augment the teaching fabric with a robust reflective practice. Furthermore, the multifaceted nature of reading skills and the impact of language ideologies on linguistically diverse students (Thoma, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) highlight the complex interplay of cognitive, perceptual, and sociocultural elements in the educational journey. This textured landscape invites an ongoing dialogue among educators, policymakers, and stakeholders to reimagine and recalibrate pedagogical strategies that accommodate and nurture diverse intellects within academic domains.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eLIMITATION\u003c/h2\u003e \u003cp\u003eThe study examines eleven years of FLBs borrowing data from a university library, offering practical insights into the reading habits of both teachers and students. Despite facing challenges integrating various data modules, the researcher utilizes search and matching functions to overcome these obstacles and generate a comprehensive analysis. While this study primarily employs a quantitative approach, it lacks qualitative research, which provides a detailed understanding of what is happening and, most importantly, why. Therefore, it is crucial to consider the social, cultural, historical, personnel, and educational changes during the 11 years of data collection. The halo, Rosenthal, Matthew, and internalization effects resulting from these changes cannot be overlooked. They must be considered in future research to yield a richer and more informative insight.\u003c/p\u003e \u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis research utilizes various analytical techniques to examine the borrowing habits of FLBs across different reader demographics. Three main factors, acceptance, cultural influence, and personal background, are identified, and their impact on FLB borrowing is evaluated. These findings can enhance reference book guidance, teaching support, bibliographic recommendations, and library resource development. Implementation of the study\u0026rsquo;s findings can reduce the chances of information gaps and reader dispositioning errors. Additionally, the methodological discoveries enable a more accurate analysis of book circulation trends and related variables. These insights are valuable for publishers, educators, researchers, and librarians, emphasizing the significance of comprehending reader behavior and psychology in FLBs borrowing. The detailed analysis of FLBs borrowing behavior and psychology in this study significantly contributes to the literature and enhances our understanding of the subject.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eCOMPETING INTERESTS\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eETHICAL APPROVAL\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis article does not contain any studies with human participants performed by any of the authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDATA AVAILABILITY\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated during and/or analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003cp\u003eAbendroth, J., \u0026amp; Richter, T. (2023). 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The Electronic Library, 4, 338\u0026ndash;358. https://doi.org/10.1108/EL-03-2022-0060\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"teacher, foreign language book, survival analysis, factor analysis, linear regression, Bayesian network","lastPublishedDoi":"10.21203/rs.3.rs-5059581/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5059581/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eUnderstanding the widespread adoption of foreign language books (FLBs) is imperative for language learners and educators, as it facilitates evaluating the efficacy and caliber of language resources. Using MARC-based bibliography analysis, the researcher uncovers publishing and subject information of popular FLBs and utilizes survival analysis to calculate the FLBs\u0026rsquo; survival index. After conducting factor analysis, the researcher applies linear regression prediction and Bayesian estimation to determine the total number of FLBs borrowings and borrowers. The borrowing index of FLBs collected in the past five years surpasses that of books collected for more than five years, and staff members demonstrate higher borrowing activity compared to undergraduate students, postgraduate students, and other readers. Acceptance emerges as the most critical factor influencing the total number of FLBs borrowings and borrowers, while cultural dominance has a relatively minor impact, and personal background is found to be less negatively influential. The estimates of the total number of FLBs borrowings reveal that acceptance is restricted by cultural dominance, which in turn is limited by personal background. Similarly, the estimates of the total number of FLBs borrowers indicate that acceptance is constrained by personal background, which in turn is limited by cultural dominance.\u003c/p\u003e","manuscriptTitle":"Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-09-24 20:53:41","doi":"10.21203/rs.3.rs-5059581/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4f4942be-8928-47c9-a5c3-866e14499e19","owner":[],"postedDate":"September 24th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-09-24T21:01:43+00:00","versionOfRecord":[],"versionCreatedAt":"2024-09-24 20:53:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5059581","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5059581","identity":"rs-5059581","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}