Reluctance and Withdrawal: Investigating Learner Disengagement with Extended Literary Works

Abstract

 This qualitative research examines the drivers of learner apathy and reading abandonment concerning extended literary works in higher education. Through semi-structured interviews with 16 purposively sampled undergraduates, the study identifies intrinsic and extrinsic barriers to literary engagement. Results indicate that learners frequently experience cognitive overload from text complexity and volume, highlighting schedule limitations, mental fatigue, and archaic vocabulary as primary obstacles. Extraneous factors, including disruptive environments and inadequate pedagogical scaffolding, further suppress participation. Moreover, many participants perceived a stark disconnect between classical narratives and contemporary realities, questioning the curriculum's real-world relevance. Despite these hurdles, students acknowledged the scholastic advantages of long-form reading, specifically for enhancing lexical proficiency and analytical reasoning. Emotional reactions fluctuated between exasperation and motivation, with positive engagement peaking when motifs were personally resonant or thoroughly analyzed in class. Ultimately, this paper bridges a gap in understanding the undergraduate experience with extensive reading assignments, offering actionable insights for developing more adaptable, relevant, and supportive pedagogical frameworks in literature instruction.