scholarly journals Developing Autonomous Self-Regulated Readers in an Extensive Reading Program

2014 ◽  
pp. 394-403
Author(s):  
J. Lake ◽  
Trevor Holster
Keyword(s):  
Language Proficiency ◽  
Reading Speed ◽  
Reading Motivation ◽  
Reading Program ◽  
Audience Response ◽  
Extensive Reading ◽  
Fluent Reader ◽  
Learning Conditions ◽  
Reading Identity ◽  
Skill Improvement

Reading is an important skill to acquire for overall language proficiency. Sustained reading skill improvement and reading motivation are needed to become a fluent reader and to develop a positive reading identity. Students are better able to maintain ongoing reading development by becoming autonomous and self-regulated readers. This paper explains the benefits of developing self-regulated readers through an extensive reading program, where students read many interesting books at an appropriate level of difficulty. Students and teachers made use of an extensive reading module for an open-source audience response system. Using this system provides autonomous learning conditions that enable students to read books extensively by choosing books, monitoring, and reflecting on books read. Teachers can monitor students through summaries of the number of books read by each student, estimates of book difficulty, and popularity ratings of the books. Empirical data from our work-in-progress that was presented in Lake and Holster (2013) shows how extensive reading leads to gains in reading speed, reading motivation, and a positive reading identity.

scholarly journals Less Is More: An Implementation of an Extensive Reading Program in an English Proficiency Course in the Sultanate of Oman

2020 ◽  
Vol 10 (6) ◽  
pp. 171
Author(s):  
Syerina Syahrin
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Reading Speed ◽  
Reading Program ◽  
Qualitative Inquiry ◽  
Sultanate Of Oman ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Less Is More

This paper reports the implementation of an Extensive Reading (ER) program in an English proficiency course at a higher education institution in the Sultanate of Oman. The implemented ER program for this study is titled, “Less is More” utilizing a readily available website, Voice of America (VOA) Learning English. Data was gathered from undergraduate students of Omani nationality enrolled in an English proficiency course for Spring 2020/2021 semester during the Covid-19. The findings of the study were gathered from multiple sources namely reading speed, comparison of pretest and posttest scores, semi-structured interviews, online focus group discussion, and the course instructor’s reflection of the implementation of the ER program. The backgrounds of the students were considered too. The findings revealed that the average students’ reading speed was consistent at 100wpm (word-per-minute) throughout the ER program. There was a positive outcome on the students’ posttest scores and a significant correlation between the number of articles the students read to their posttest scores. The data from the qualitative inquiry provided an insight into the use of modified texts to encourage more reading. Although the research did not investigate the best practices for an ER in the context of an English proficiency classroom in Oman, it showed how an ER can be implemented online given the circumstances of the Covid-19 pandemic.

scholarly journals Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes

2018 ◽  
pp. 3-10
Author(s):  
Shinobu Nakamura
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Learning Strategy ◽  
Reading Speed ◽  
Reading Program ◽  
General Purpose ◽  
Extensive Reading ◽  
Japanese University ◽  
Positive Effects

Extensive reading is one of the language learning strategies (LLS) that has proved to have positive effects on students’ English ability such as improving their reading speed, reading fluency, and grammatical accuracy. A recent study on extensive reading at a Japanese university assigned students 45 minutes to read graded readers (GR). Unfortunately, most Japanese university English for General Purpose (EGP) courses only meet once a week for 90 minutes. This study looks at ways to implement extensive reading in a typical 90-minute EGP class, and examines the extent out of class extensive reading assignment affects students’ reading and listening skills. 43 non-English major university freshman students in EGP course were assigned GR in their free time over a semester. Their improvement of listening and reading skills was measured based on the two TOEIC mock tests at the beginning of the semester and the at the end of the semester. Though the results were not significant, this study led to some insights into the parameters of an effective extended reading program including intensity, frequency and duration. この研究では2016年9月から1月にかけて４ヶ月間行われた授業外多読課題とその効果についての報告をする。多読は英語教育界では英語力を確実に伸ばす言語学習ストラテジー(Language Learning Strategy)として英語教育者及び研究者に広く認知されている。日本の大学の一般教養としての英語(English for General Purposes)の授業で多読を取り入れた成功例として西澤(2012)が週１回、授業内で４５分間の多読を４年間続けた研究がある。ところが、日本の多くの大学での一般教養としての英語の授業は週１回、９０分を３０回が主流であり、授業時間を多読に費やすことが難しい状況である。そこで多読を授業外課題として２週間に１回課し、その効果を2016年後期の初めと終わりでTOEIC形式の短いテストを使って測った。２週に１冊を１５週間続ける多読では英語力（リーディング、リスニング）には明確な効果は出なかった。しかし、授業外多読が成果を出すために必要な期間、頻度、１回の多読の時間についての実証実験が今後の課題であるという気づきを得ることができた。

scholarly journals Exploring Students’ Perception and Belief of Extensive Reading Program in Improving Reading Ability and Language Competences

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Winda Ari Anggraini
Keyword(s):  
Reading Ability ◽  
Language Skills ◽  
Reading Speed ◽  
Structured Interview ◽  
Reading Program ◽  
Small Scale ◽  
Extensive Reading ◽  
Language Competence ◽  
Positive Results

The aim of this research was to investigate students’ perception toward a small-scale project of extensive reading (ER) program. ER is believed can improve many aspects of language skills, including vocabulary, reading speed, listening, speaking, and writing (Day and Bamford, 1998; Renandya, 2007). Therefore, research participants were also asked about their view on reading ability and other linguistic competences improvement. This research utilized case study specifically focused on three students who showed outstanding progress through the project, using semi-structured interview for data collection. The paper concludes with positive results for both students’ perception and their reading ability and language competence.

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 AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

Kodifikasia ◽  
2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Dhinuk Puspita Kirana
Keyword(s):  
Language Proficiency ◽  
Time Allocation ◽  
Native Speakers ◽  
Cultural Knowledge ◽  
Extensive Reading ◽  
Authentic Materials ◽  
Efl Learners ◽  
The Real ◽  
English Usage ◽  
Main Activity

It is widely believed that English Foreign Language (EFL) learners need todevelop their language proficiency by getting so much input. Moreover, studentsneed to be familiarized with the real English usage where real forms ofcommunication and cultural knowledge are crucially exposed. Teaching throughauthentic materials will make the learners feel that they are learning a reallanguage which is used by the real native speakers for real communication.incorporating authentic materials helps students acquire an effectivecommunicative competence in the language focus. The research intended todescribe the implementation of authentic materials in extensive reading class, theproblems arise and the students’ responses toward the authentic materials inextensive reading class. The design of the research was Descriptive Qualitativemethod and the research subject was the lecturer of Extensive Reading class and33 students in B class of the fourth semester of STAIN Ponorogo who tookExtensive Reading subject. The instruments used were in the form of observationsheet, interview guideline and questionnaire. The implementation of authenticmaterials in extensive reading class covered some procedures into three mainphases namely (1) Pre-Activity, (2) Main-Activity and (3) Post-Activity. Theactivities in main activity are as follows: (a) Pre-Activity; (b) Whilst-Activity; and(3) The language focus stage. There were problems arose during theimplementation in terms of complicated planning, more time allocation and somedisinterested students. Finally, the students showed significantly positive attitudetoward the implementation of authentic materials in extensive reading class.

scholarly journals Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Fariba Rahimi Esfahani ◽  
Mehdi Nasri
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Difficulty Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

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