Does Extensive Reading Improve EFL learners‟ Processing Ability?

Abstract

Reading experts usually agree upon the fact that Extensive Reading (ER), meaning engaging learners in reading long passages, say stories, can improve students’ various aspects of proficiency. The aim of the present study is to investigate whether ER can promote bottom-up and top-down processing capacities employed by advanced learners of English as a Foreign Language (EFL) when reading second language (L2) texts. In this study, bottom-up and top-down processing capacities have been operationalized as L2 learners’ ability to answer local and global reading comprehension questions, respectively. To achieve this aim, two intact advanced classes, one as the experimental group (n = 26) and the other as the control group (n = 25), were selected to be included in the present study. The learners in the experimental group participated in an ER course in which each learner was required to read four story books during four weeks (i.e., one story book per week) at their homes. The findings of the study indicated that participation in ER courses promotes Iranian advanced EFL learners’ bottom-up and top-down processing capacities. The overall findings have implications for L2 reading comprehension classes and assessment.