Exploring general language ability development through monitored extensive reading, extensive listening, and audio‐assisted extensive reading

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

Although language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

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.

Extensive reading and writing fluency in language learning get connected to each other. The benefits include gains in reading and writing competence and skills. However, how far they get connected in EFL learning has not been discussed so far. This study examined the connection of extensive reading and writing fluency of the thirty-two students of the English Education Department at a university in Palangka Raya Kalimantan Tengah Indonesia. The correlational design was applied in this study. The online Extensive Reading Test (ERT) developed by Extensive Reading Foundation was used to get the students' extensive reading scores. To gain the students' writing fluency scores, a Writing Fluency Test (WFT) was applied. For the data analysis, it used Pearson product-moment correlation. Results show that there is a moderate positive correlation between the students' extensive reading and writing fluency. It is indicated with rxy = 0.408 > rtable = 0.340 at 5%. In short, the extensive reading activities have a positive connection to the writing fluency of the students in language learning. Therefore, extensive reading activities should always be integrated with writing activities in the context of Indonesian EFL learning.

Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. Literature already incorporates much simplified reading material that would encourage even beginners to engage in extensive reading; however, there has been insufficient research to explore the effects of extensive reading that utilizes authentic materials. Krashen (2011) specifies a crucial need for continuous research in this area in support of the inclusion of extensive reading in the EFL curriculum. Thus, this researcher attempted to add to the literature by investigating the impact of authentic materials as the main source of extensive reading. This quantitative study employed a pre- and post-test design using a simulated English proficiency test and an attitudinal survey. Other data such as course exams and students’ class participation records were also included to increase validity. This study intended to discover the effects of extensive reading using online materials on students’ language proficiency, and students’ attitudes toward the extensive reading activity. The study results indicated a strong relationship between extensive reading and vocabulary development. Students thought that extensive reading also enhanced their overall English ability and knowledge.

Inspired by the success and informed by the principles of the Extensive Reading (ER) approach, Extensive Listening (EL) and Viewing have started to gain the attention of both L2 researchers and practitioners. The purpose of this paper is to examine the theoretical and research base of EL and the extent to which it is similar to or different from ER, discuss its language learning benefits for L2 students in different learning contexts, and explore different ways EL can be productively implemented in the classroom. Practical suggestions on how to source for freely available EL materials on the Internet and how these can be pedagogically used to enhance language proficiency are also offered. We believe that EL, when systematically implemented, can not only enhance students’ listening skills but also have a positive influence on the students’ overall language development.

This study attempts to explore the perceptions of Pakistani pre-university EFL learners about the intensive reading (IR) and extensive reading (ER) approaches and the use of technology in these two approaches. This is a qualitative study using a purposive sampling technique. The participants were 10 pre-university undergraduate students enrolled in the foundation program of a public sector university in Pakistan. Researchers used semi-structured interviews and reflective diaries as data collection tools. Thematic analysis and personal interpretation techniques were used to analyze the results. The results showed that after participating in the reading classes, the students had positive perceptions of the IR and ER approaches and found them useful and interesting. The results also showed that the learners felt that their language skills improved significantly after participating in the IR and ER-related activities. Students also found these reading approaches to be complementary to each other. The results also indicated that teachers' use of intensive reading and extensive reading approaches could make learners skilled and autonomous readers. Ultimately, their reading problems could be solved with these approaches. Moreover, the learners also perceived the use of technology in these two reading approaches as of great benefit to them. The researchers recommend incorporating IR and ER activities into the EFL classroom using digital resources to maximize EFL learners' reading abilities and other language skills.

The purpose of this study was to determine the use of extensive reading methods in teaching vocabulary in the eighth grade at Upt. SMPN Benteng Utara No. 4, Selayar Islands, which consisted of 29 students. This research was action research; it was mentioned that the steps of the research include reconnaissance, planning, action, observation, and reflection to improve students’ vocabulary mastery at VIII A through extensive reading activities. The researcher focused on employing the extensive reading activities to improve students' vocabulary mastery. The aim was to find out or fine the use of extensive reading methods in increasing students' vocabulary to get a significant improvement by comparing the pre-test and post-test in the eighth-grade students based on the analysis of the mean score in the eighth-grade post-test to find out how the use of extensive reading methods affects students' vocabulary. The research showed that the average score in the first cycle is 65,5 and the second cycle is 80,5. It can be concluded that the extensive reading methods are effective in increasing students' vocabulary. This study concludes that extensive reading activities could improve students’ vocabulary mastery. Through this activity, they were familiar with the words they had learnt. They could memorize the words easily because the words were met several times in an extensive reading activity, and they had more opportunities to explore various English texts.

In this paper, I discuss some of the ideas raised by Renandya and Farrell (ELT Journal 65/1) related to extensive listening (EL) and the teaching of listening strategies. The concept of EL emanated from extensive reading, an approach that aims to improve a variety of reading skills through exposure to materials that approximately match proficiency level. According to Renandya and Farrell (2011: 56), 'like reading, listening is best learnt through listening'. These authors support EL as the answer to the issue of how to teach listening in L2 classrooms. EL can play a supportive role in L2 listening pedagogy. Through exposure to extensive and various listening texts, learners gain opportunities to practise and refine their listening processes, recognize linguistic and lexical features, and increase cultural knowledge related to the target language. The value of EL in this practice-oriented capacity cannot be overstated. It is difficult, however, to accept EL as the main component of L2 listening pedagogy, as Renandya and Farrell suggest. With listening materials readily available online (see Renandya and Farrell's useful list of websites, p. 58) and on CDs, there is no shortage of practice material. EL provides the practice, but a question we should ask is: 'What exactly are learners practising?'

Several studies have shown the effectiveness of extensive reading (ER) in English as a second language (ESL) and English as a foreign language (EFL) classrooms. This study aimed to explore students' perceptions of ER and its benefits on reading comprehension. Extensive reading is considered to be a useful reading technique to arouse students' reading abilities. Data were collected from 36 participants who are master's candidates at a university in Southern Vietnam through a 3-Likert scale questionnaire and a semi-interview on study issues. The findings of the study claim that students applied ER to their reading processes through free reading, free topics, and non-pressure on reading tasks. Students believe that ER activities help to improve reading competence and unconsciously build up a reading habit for readers. From the results of the study, ER proves its advantages by what students gained, such as the ability to comprehend reading passages and to make inferences or predictions. The researcher suggests further studies should focus on factors that affect ER processes and conduct experimental research to evaluate ER advantages.

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.

This study examines the impact of extensive novel reading on vocabulary acquisition among students learning English as a foreign language (EFL). Extensive reading involves reading large amounts of material for pleasure and general comprehension, fostering a positive attitude toward reading and language learning. This method enables learners to engage with texts that interest them, promoting vocabulary growth. The study synthesizes findings from recent research, revealing that students engaging in extensive reading show significant vocabulary gains compared to those who do not. A semester-long program with EFL students allowed participants to select novels based on personal interest, with pre-and post-program assessments measuring vocabulary acquisition. Results showed a 30% average increase in vocabulary size, with students reporting improved confidence in using new words. Challenging texts led to greater vocabulary gains, while qualitative feedback highlighted increased motivation and engagement through enjoyable reading experiences. Students noted that encountering new words in context and discussing novels with peers enhanced comprehension and retention. These findings emphasize the importance of incorporating extensive reading into EFL curricula to enhance vocabulary acquisition and language proficiency. Future research should investigate long-term effects, retention, and the role of different genres in vocabulary development.

This community service program aims to improve the competence of students in reading English texts through the introduction of extensive reading using a graded reader book. This activity was carried out at Al Qolam and Uswatun Hasanah Junior High School in East Jakarta. Graded reader’s book level 2 and 3 are used in the extensive reading class which are selected based on the student's level of ability and the number of words used in the reading text. To see the results of this extensive reading activity, a reading test is given to students in the form of multiple choice questions. Test results show that extensive reading activities can improve students' reading abilities with an average test score of 70 for Al Qolam Middle School and 81 for Uswatun Hasanah Middle School. This extensive reading class also attracts students' attention because those who are accustomed to using Student Worksheets (LKS) for daily practice become more interested in learning English when using a graded reader book because of the appropriate level of vocabulary and story text that is full of illustrations and pictures. The teachers also stated that the pronunciation and writing ability of their students have better developed after this activity was carried out. Keywords : Extensive reading, graded reader, text

Many studies have shown that language anxiety is correlated negatively with language competence. This study tests the hypothesis that second language learners' listening anxiety might be reduced when listening skills improve. Building on previous research showing that extensive reading is as effective and efficient as formal instruction in acquiring English as a foreign language and is even more effective with longer treatment duration, changes in listening anxiety were explored under two different instructional approaches-extensive listening and formal instruction-over a 1-yr. period in a sample of 92 Chinese college students. Listening anxiety and listening comprehension tests were administered to the participants before and after the experiment. Analysis showed that the Extensive Listening group improved more compared to the Formal Instruction group in listening competence, but their mean anxiety score also rose significantly. Factors contributing to the unexpected outcome indicate that the increase in anxiety should be considered facilitative to learning.