Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom

This study aims to explore the strengths and weaknesses of extensive reading using Wattpad platform based on students’ perceptions. Extensive reading allows students to have more variation in their reading materials as they can read authentic texts from various sources that it is actually applied outside the class room for most people consider it as joyful reading. The advancement of technology over the times enables people to do many activities online, including extensive reading activity. Hence, Wattpad is believed to provide enormous free and paid reading materials that can support extensive reading for the students. To achieve the objectives, this study is in the form of case study. The data were collected through in-depth interview with the participants. The participants were two undergraduate students majoring English Education from two different universities in Indonesia. The participants were selected purposively because they were known to have been doing extensive reading activity on Wattpad for a quite long time, specifically for five years. The research findings showed several strengths of using Wattpad for extensive reading such as Wattpad gives students numerous and various sources of reading materials; extensive reading on Wattpad is a fun and enjoyable experience; extensive reading on Wattpad is more practical than using printed-books; extensive reading on Wattpad is money-saving; the reading materials on Wattpad have good quality contents; extensive reading through Wattpad improves students English’s skills unconsciously as well as the reading habit. Meanwhile, there are several weaknesses of extensive reading using Wattpad according to students such as; similarities in the reading materials sometimes make them boring to read; using the platform for a certain long time can potentially cause tired eyes; there are other distractions that can disrupt the extensive reading activity.

Enhancing University Students’ Extensive Reading Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning. Objective: This study aimed to enhance students’ outcomes in the Extensive Reading course by integrating motivation, technology, and Collaborative Active Learning (CAL) into the learning process. It was conducted in response to low student achievement and to address the research gap, since few studies have comprehensively explored the combined role of motivation, technology, and CAL in improving extensive reading performance. Methods: The study involved 49 third-semester English Education students in East Nusa Tenggara, Indonesia, using a mixed-method approach. A quasi-experimental pre-test/post-test design, along with semi-structured interviews, was employed. The experimental group (n = 25) received the intervention, while the control group (n = 24) followed traditional methods. The intervention lasted for 14 weeks, beginning with a pre-test in week 1, followed by the intervention from weeks 2 to 15, and a post-test in week 16. Interviews were conducted with six purposively selected students (three high-achieving and three low-achieving) to support the quantitative findings. A paired samples t-test was used to analyze the data. Findings: The results showed that the integration of motivation, technology, and collaborative active learning significantly improved students' learning outcomes for the Extensive Reading course in the experimental group (pre-test mean: 41.32; post-test mean: 66.64; p <0.001), while the control group showed no change. Interview data revealed that technology and collaboration enhanced motivation and engagement among students in the experimental group, whereas the control group reported low motivation and limited support. Conclusion: Policymakers should support digital literacy initiatives, teachers should implement collaborative and technology-based reading activities, and universities should integrate these approaches into their curriculum design to enhance the success of extensive reading. Keywords: integration, motivation, technology, collaborative active learning, extensive reading, higher education.

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.

The purpose of this study was to explore students’ perception’s towards Extensive Reading on Wattpad platform as well as its benefits to students’ English skills. Extensive Reading enables students to read a great deal amount of reading materials based on their personal interests and level of comprehension which is actually applied outside the class room for most people consider it as reading for pleasure. It has also been known that Extensive Reading has many benefits in improving students’ language skills. The advancement of technology over the years allows people to do many activities online, including Extensive Reading activity. Thus, Wattpad is considered to have enormous and various reading materials that can support extensive reading for the students. This study is a case study. The data were obtained from an in-depth interview with the participant who were two undergraduate students majoring English Education from a state university in Indonesia. The participants were selected purposively for the reason they were known to have been doing extensive reading activity on Wattpad for a quite long time, specifically for more than three years. The research findings showed that students have positive perceptions towards Extensive Reading on Wattpad which are categorized into three elements namely cognitive, affective, and conative. Four notable benefits of Extensive Reading on Wattpad were also mentioned by the students such as it contributed in unconsciously improving students’ writing skills, vocabulary mastery, speaking skills, as well as listening skills.

Extensive reading activities are believed to be an effective way of increasing literacy and language development. Although previous work focused on the relation between extensive reading and overall linguistic competence and learner attitudes, the perspectives of language learners toward the post activities of extensive reading have not been adequately addressed. The study reported in this article was conducted to illuminate how English major and non English major students at a university in South Korea positioned themselves with regards to the follow-up extensive reading activities. Through a recursive analysis of interview data, survey, field notes, and student journal entries, the findings demonstrated that although a majority of students positioned themselves as tolerant and competent when they engaged in extensive reading activities, they positioned themselves as less capable in the required post-reading tasks. In light of the findings, implications for extensive reading activities and roles of teachers are discussed.

This research aims at knowing the result of students’ extensive reading (ER) activities that is described on reading logs project carried out by English Department students of STKIP PGRI Banjarmasin. Besides that, this research also aims at knowing the students’ attitude towards the ER activity by gaining their personal views on the benefits and difficulties accomplishing the activity. This research took place towards 22 students who were assigned to do ER activity outside the class time. The data were collected through the documentation of their reading logs project and the questionnaire. The reading log project consisted of six elements that were reported by students individually presenting the summary of their ER activities during 16 weeks while the questionnaire gained information further on clarifying the benefits and the difficulties of doing the activity. The result of documentation students’ reading logs project showed that the students were comfortable having freedom to choose reading material based on determined genres and its sources, stating specific reason on choosing reading material, and reflecting what has been discovered while reading. Furthermore, the result of questionnaire showed that students have benefits and difficulties in promoting ER activity through constructing reading log project. Since they were given freedom on this activity, 100% of them stated that ER activity were not easy due to limitation of their free time during the large amount of other courses assignment. This research concluded that promoting ER to build students’ reading habit and reading culture should be developed continually

The importance of extensive reading is undeniable. Through implementing extensive reading, students can obtain many benefits toward their English proficiency. Although much research has been conducted towards implementing ER, few study underlying the students’ perceptions as the subject of ER implementation. Thus, this research aims at exploring the students’ perceptions towards their ER course. Further, this research also aims at exploring the students’ outcomes gained from the ER course. This study used qualitative descriptive design, the participants in this study are undergraduate students who have experience on extensive reading course at private university in Makassar. The sampling technique used in this study was purposive sampling involving 7 participants. In-depth interview data collection technique was used in this study and the results obtained were analyzed using thematic analysis. The results show that the extensive reading course improved the students' reading fluency, reading comprehension, vocabulary acquisition, writing ability, and reading motivation, among other five areas. The way ER principles are applied throughout the training has an impact on those benefits. Easy reading materials, a variety of available materials, authority in material selection, frequent reading, speed reading, silent reading, meaningful reading, enjoyable reading, teacher direction, and the teacher as a role model are the concepts that are put into practice

The present study aims to investigate students’ learning strategies and barriers encountered in extensive reading activities. This research was designed with a qualitative case study method. The study recruited six Indonesian university EFL students majoring in English language education to participate and a lecturer in the study program. Data were garnered through semi-structured interviews as a data collection method. The data were analyzed thematically to find emerging themes. The research findings demonstrate that the EFL students employed three extensive reading comprehension strategies. The three strategies included predicting by inferring the meaning of unfamiliar words by making guesses based on the context, guessing from context by utilizing previous knowledge about the topics in the text, and paraphrasing by creating sentences from the obtained information. Another finding also uncovers the university students’ barriers in extensive reading, including the students’ language background and lack of interest in reading. This study concludes with practical implications for how EFL students engage in extensive reading with various learning strategies and how university teachers boost their students’ interests in more diverse extensive reading activities.

This research focus on designing e-local content of teaching materials for extensive reading course: Lecturer’s voice. It applied R&D based on ADDIE MODEL. ADDIE means Analysis, Design, Development, Implementation and Evaluation. Furthermore, Interview and questionnaire as the instrument of collecting data. The result of this research revealed that the lecturers interested to use this reading material for teaching extensive reading course. It is proved by the positive response given by the lecturer. From 19 distributed questions, 18 questions has Yes response (1). The percentage of the score 1 is 100%, and it categorized as excellent. Moreover, 1 question has No (0)response, and the category of score 0 is poor. Refers to the gathered score, the E-Local Content of teaching materials is feasible to use as the appropriate reading materials for teaching extensive reading course based on lecturer’s voice.

The present study serves as an insightful teaching summary that focuses on students’ reading comprehension, through investigating the effectiveness and application of a teacher’s scaffolding in a one-semester extensive reading course. The teacher provides scaffolding throughout an entire semester of the extensive reading course. Students’ performance on multiple-choice questions of the first as well as the last unit has been collected and analyzed to determine whether they have enhanced their reading comprehension abilities or not. Based on the both qualitative and quantitative data, the findings reveal that students’ comprehension competence of extensive reading materials has notably increased after a semester of the teacher’s scaffolding. The result suggests that reading skills such as guessing, outlining, identifying topic sentence of each paragraph and determining the main idea of a passage can be applied as effective scaffolding techniques in extensive reading courses.

In order to set up a selection standard and manage a proper booklist of Extensive Reading course, the out-of-class reading program is designed in the ER course for English majors in Beijing Jiaotong University. By introducing the input theory of Krashen and ten ER teaching principles put forward by Day and Bam ford, the booklist is selected and practiced for a year in ER course. The practice showed that the booklist should be selected in agreement with the students' language aptitude and reading interest rather than the teachers' own intention. In addition, a survey of evaluations and feedbacks from students on such selected booklist is conducted, the results indicate that the students have shown their satisfaction, enjoyed their reading, and improved their reading habits. The selection of booklist is proved to be practical both for teacher and students.

Extensive Reading is an activity to read a text-based on someone's interest, and it is an effective method to improve reading skills. Nowadays, the university promotes Extensive Reading to boost students’ interest in reading along with improving reading skills. The purpose of this research is to investigate the students’ perception of using material Extensive Reading based on the CEFR Framework. This research using the qualitative method and collecting the data through SHOWeD. The participants in this research were 14 EFL college students of University in Indonesia who are following the Extensive Reading class for 16 meetings in 4 months. The result finds out that the students have positive perceptions toward Extensive Reading based on CEFR as material in reading.

Extensive reading (ER) is an effective way to provide large amounts of comprehensible input to foreign language learners, but many teachers and administrators remain unconvinced, and it has been argued that there is still insufficient evidence to support the claims that have been made regarding its benefits. Few studies have looked at ER’s effect on reading fluency. This article reports on an investigation of the reading rate gains of Japanese nursing college freshmen during a one-semester ER course, with students in an intensive reading (IR) course serving as the comparison group (N = 66). The ER group achieved significantly higher reading rate gains (20.73 wpm) than the IR group (-.62 wpm), without sacrificing comprehension. These results add to a growing body of empirical evidence of the effectiveness of ER.

Learners’ reading interest is developed based on personal reading histories; meaning that they have different reading experiences. The main purpose of this article is to present the research finding about the participant’s personal reading histories developing her reading interest. This is a Case Study by using document of Exploring Personal Reading Histories and interview for its instrument. The study found that the participant was introduced to reading through playing with words and numbers. After being able to read, she listened to stories indicating that stories are as the construction of words. The finding shows that the participant’s reading histories develop her reading interest by recognizing reading through interesting ways, media, and guidance. These The contribution of this study is the need of the implementation of Exploring Personal Reading Histories in Extensive Reading course in order to know how learners are interested in reading as well as to remind them with their meaningful reading experiences.

This study examines the impact of long-term extensive book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language long-term reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between extensive book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between extensive book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through extensive reading.