Abstract
This study is aimed at investigating how extensive reading affects students’ reading attitude and comprehension. Based on two participants’ pretest and posttest results and analyzing the results of interviews, the study reveals that extensive reading tends to promote participants’ reading comprehension as indicated by the improvement of their scores in posttest and participants’ reading attitude as indicated by their responses to interviews. Their positive attitude develops particularly because of the autonomy given to them to select any materials in their interest as when finding interesting reading texts beyond their current linguistic competence, which is not recommended to read in extensive reading, they struggle to understand them regardless of their reading proficiency. Their positive attitude is also shown by their increasing reading amount week after week and their dreams to have a private library and be lifelong readers. Moreover, exposure to a large number of different texts, a large array of words, and different topics enables them to build background knowledge which helps them understand texts better which subsequently affects their reading ability positively.
Highlights
IntroductionIn contrast to intensive reading which is based on using predetermined materials, in extensive reading, students can select the texts freely based on their interests and language levels
The results of data collection can be divided into the following sub headings: participants’ reading log, perception on autonomy in extensive reading, reading difficulty levels, the availability of the materials, future plans, vocabulary acquisition, and reading strategies
This study shows that the participants’ reading attitudes develop positively if they are given autonomy to select reading texts
Summary
In contrast to intensive reading which is based on using predetermined materials, in extensive reading, students can select the texts freely based on their interests and language levels. The autonomy given to students to select the reading texts freely might make them enjoy reading and have motivation to read This is partly because the autonomy is the basic psychological need of individuals (Ma, 2009) and the fulfillment of this need potentially results in motivation (Guilloteaux & Dornyei, 2008). Their motivation to read may lead them to read more which likely affects their reading comprehension
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