Abstract
This paper describes a study that combined two practices widely recognized as being beneficial to foreign language acquisition: Extensive Reading (ER) and Study Abroad (SA). Two groups of university undergraduate students majoring in either science, technology, engineering, or mathematics participated in an elective study abroad program to the United States, with a treatment group having ER as a required course component while abroad and a control group that did not. A survey that measures attitudinal variables towards reading in English was administered to each group as pre, post, and delayed-post measures. The data was analyzed by comparing the change of attitudinal constructs. The results show that ER had a negative effect on reading affect, providing evidence against its use during SA. https://doi.org/10.26803/ijlter.19.6.15
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