Exploring teachers' practices and students' perceptions of the extensive reading approach in EAP reading classes

Abstract

The ability to teach effectively relies on understanding both teachers' classroom practices and students' motivation (Grabe & Stoller, 2011). This study focuses on the extensive reading (ER) approach in the English for Academic Purposes (EAP) context. It explores two teachers' classroom practices and the impacts of these practices on their students' second language (L2) reading motivation and reading amount. A quantitative analysis indicates that the reading motivation of one of the classes significantly increased, particularly in regard to values of intrinsic motivation, while the students in the other classes read comparatively larger amount with less of reading motivation enhancement throughout the course. A qualitative analysis shows that specific elements of these teachers' practices (e.g., the ER classroom activities and the degree and type of teacher guidance) as well as inherent characteristics of ER (e.g., reading for enjoyment, and the benefits to language skills of extensive L2 reading) affected the students' motivation and the amount they read. The study concludes by discussing its findings' pedagogical implications for ER in EAP settings.