Learning English reading in a mobile-assisted extensive reading program

2014 ◽  
Vol 78 ◽  
pp. 48-59 ◽  
Author(s):  
Chih-cheng Lin
Keyword(s):  
Reading Program ◽  
Extensive Reading ◽  
English Reading ◽  
Learning English

scholarly journals Revisiting an English extensive reading program in a low “commercial” resources setting

2019 ◽  
Vol 14 (1) ◽  
pp. 71-88
Author(s):  
Christine Manara
Keyword(s):  
Critical Reflection ◽  
Reading Program ◽  
Tertiary Level ◽  
Teaching English ◽  
Extensive Reading ◽  
Teaching Activities ◽  
Teaching Context ◽  
English Reading ◽  
Reflective Evaluation ◽  
Graded Readers

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

scholarly journals Self-Regulated Learning by Thai University Students in an EFL Extensive Reading Program

MANUSYA ◽  
2008 ◽  
Vol 11 (2) ◽  
pp. 104-124 ◽  
Author(s):  
Chitchon Pratontep ◽  
Apasara Chinwonno
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Reading Program ◽  
Extensive Reading ◽  
Self Regulated Learning ◽  
English Reading ◽  
Regulated Learning ◽  
Post Test ◽  
English Reading Comprehension ◽  
And Performance

This study aims to investigate students’ self-regulated learning strategies and English reading comprehension in an ER program. There were 38 students participating in the study. The students were divided into upper and lower level groups according to their English reading comprehension pre-test mean scores. After 10 weeks of ER, findings show that there were significant differences between the students' English reading comprehension pre- and post-test mean scores, especially for the lower level group. Findings from the self-regulated learning interview schedule indicate that students reported frequently using metacognitive and performance regulation strategies. In addition, from the students' verbal protocols of reading, they reported using self-regulated learning strategies in the performance or volitional control phase more often than in the forethought or selfreflection phases. Pedagogical implications are presented and discussed.

scholarly journals When the books and reading friends are up to us: Students’ Responses about an Extensive Reading Program

2020 ◽  
Vol 4 (2) ◽  
pp. 162
Author(s):  
Evi Puspitasari
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Reading Motivation ◽  
Reading Program ◽  
Diverse Students ◽  
Extensive Reading ◽  
L2 Reading ◽  
English Reading ◽  
Weekly Meeting ◽  
Reading Interest

Extensive Reading is one of alternatives that help teachers to motivate the students to read. Regarding that main benefit, in one Indonesian university, a teacher established an extensive reading program for freshmen. In the implementation, the teacher allowed the students to choose books and with whom they read. In practice, they made a group of four and met once a week to share what they read. This qualitative research was conducted to investigate students’ responses about the program. By involving six students who joined the program, the data were gained through interviews and reflective essays. The selected participants had different level of English, reading interest, and motives to sign up the program which made the data rich and were able to capture the phenomenon from diverse students’ viewpoints. After the data were obtained, they were coded, categorized to find the themes and interpreted. The result showed, all activities in the program namely choosing own books, having weekly reading in groups, having discussion with their group, and sharing their weekly meeting in their social media got both positive and negative responses. The positive responses appeared from benefits that the participants got while the negative responses came up because of the challenges they faced during the program. All in all, an extensive reading program that accommodates students’ freedom in reading, becomes a successful alternative to cultivate students’ L2 reading motivation if it is implemented by considering some possible encounters.

scholarly journals How the factor of reading hours affect extensive reading of teenage elementary level students at North America International school

2020 ◽  
Vol 8 (2) ◽  
pp. 71-81
Author(s):  
Dang Hoang Bich Tram ◽  
Huynh Cong Minh Hung
Keyword(s):  
North America ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
International School ◽  
Reading Performance ◽  
Reading Program ◽  
Elementary Level ◽  
Extensive Reading ◽  
The Relationship

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

scholarly journals STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM

2019 ◽  
Vol 30 (2) ◽  
pp. 197
Author(s):  
Anita Kurniawati Hadiyanto
Keyword(s):  
Short Story ◽  
Reading Program ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Reading Behaviors ◽  
Writing Project ◽  
Teachers And Students ◽  
Story Writing ◽  
Project Data ◽  
Reading Activity

As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study examined how the ER teachers and ER students in the study perceived the story writing project. Data were gathered from semi-structured interviews with three ER teachers and six ER students. Findings showed that both the teachers and students perceived the story writing project as beneficial to enhance the students’ creativity and imagination. They also agreed on the connection between reading and writing. The quality of the story was perceived to be significantly influenced by the students’ reading behaviors. Practical suggestions on how to integrate this project into an ER program were also offered.

A Study on Extensive Reading in Higher Education

2019 ◽  
pp. 680-690
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Reading Program ◽  
Extensive Reading ◽  
University Teachers ◽  
Academic Level ◽  
Reading For Pleasure ◽  
Reading Materials ◽  
Students Attitudes ◽  
Shed Light

As practicing university teachers, the authors have noticed that students tend to focus exclusively on syllabus reading materials, ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, the authors decided to pilot an extensive reading program at the academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the chapter are to discover students' attitudes towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between the findings and the latest theories in the field.

Use of Assisted Reading to Improve Reading Rate, Word Accuracy, and Comprehension with ESL Spanish-Speaking Students

1994 ◽  
Vol 79 (1) ◽  
pp. 227-230 ◽  
Author(s):  
Margaret A. VanWagenen ◽  
Randy Lee Williams ◽  
T. F. Mc Laughlin
Keyword(s):  
Present Experiment ◽  
Reading Rate ◽  
Reading Program ◽  
Multiple Baseline ◽  
Repeated Readings ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Spanish Speaking ◽  
Assisted Reading ◽  
Learning English

The present experiment examined the effectiveness of an assisted reading program on reading rates and comprehension of three Spanish-speaking students learning English. The effects of assisted reading on reading rate, word accuracy, and comprehension were examined using a multiple-baseline design across individuals. Increases in words read correctly per minute with repeated readings of the passage and on new passages, decreases in errors per minute, and increases in comprehension were noted.

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