This part relates the summary method, findings and conclusion of studies like dissertation, unpublished thesis and other studies viewed. The studies with the current issues and problems compromise of collected research studies are presented respectively according to the problem under investigation. In the study on ‘The Impact of Spare Time Activities on Students’ English Language Skills’ by Sundquist (2009), it aimed to document and verified the relationship between learners’ spare time and their language skills. She designed a longitudinal study, spanning one school year, which was carried out among four classes in ninth grade at three schools, all situated in Western Svealand. The results showed that majority of the students spend much of their time on Extramural English. Learners in this study who spent on such activities benefited from doing so in terms of improved oral proficiency and vocabulary. Extramural English functions as a pathway to progress in English. Masrour, Tondnevis, Amir, and Mozafori’s (2009) study about ‘Consideration of Leisure Time Spent by Students at Islamic Azad Universities in Iran’, students were given questionnaire based on Tondnevis’ (2009) survey. Cluster sampling was used and questionnaires were distributed in the students taking up General Physical Education courses in two semesters. The study showed that students in Physical Education mostly spend their spare time outside of their said course and thus lead it as barrier to a healthy life. Another is a study done by Ciarlini, Casanova, Furtado and Veloso (2007) on ‘Treating Literary Genres as Application Domain’ where they explored literary genres’ prime relevance to storytelling which can be regarded as a particular kind of application domain. Their study also focused on how literary genres can be usefully characterized by combining notions drawn from literary theory with well-known models developed for information systems. The study found out that once a genre is specified with some rigor in a constructive way, it becomes possible to determine whether a given plot of a story is a legitimate representative of its genre and can be applied in storytelling. The study by Juvan (2007) on the ‘Intertextuality of Genres and the Intertextual Genres’ examined language systems behind literary texts. His study found out that classifying literature by author, period or genre, which involves grouping bodies of texts according to our perception of certain common traits, serves to accommodate new data and facilitate our understanding. Due to practices that enact categorization, genre terms attached to particular tests are able to trigger rather predictable associations about their content or form. What counts as a genre and what gets included within a genre depends on what you think a genre is in general, and which common feature of its elements you have decided to foreground as being most salient. A study was conducted on ‘Young People’s Reading in 2005: The Second Study of Young People’s Reading Habits’ by Maynard, MacKay, Smyth and Reynolds (2008). This is a five-yearly survey which aims to know what young people in England are reading, and what they say their reading means to them. The results of their study can be used to provide information about particular years to make it possible to identify and to monitor the reading habits of the children involved. There were three separate questionnaires given to each age group with a total of 46 participating schools in the survey composed of 22 primary and 24 secondary schools. The findings showed that students from different age groups vary in terms of book borrowing, book selection, and book recommendation. The study on ‘Young People’s Reading in England: Borrowing and Choosing Books’ of Maynard, Mackay, and Smyth (2008) was reviewed by Bogel (2011). They conducted the study to analyze the factors affecting book choice. This study also analyzed the trends in youth reading habits....
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