From Teacher Beliefs to Practices: Unpacking the Benefits and Barriers of Extensive Reading Programmes in Macau Secondary Schools

Abstract

Extensive reading entails language learners’ independent reading of abundant materials suitable for their proficiency levels. Previous studies have revealed extensive reading as effective for improving various aspects of second language (L2) proficiency. However, many Macau secondary schools have cancelled or reduced their extensive reading programmes (ERPs), prompting the need for a qualitative study to comprehend these modifications. In this case study, five L2 English teachers from different Macau secondary schools shared their beliefs and practices during semi-structured interviews. Qualitative content analysis of the interview transcripts revealed all teachers supported incorporating extensive reading in their respective English curriculums; they believed students’ engagement in ERPs enhanced reading fluency and comprehension, vocabulary knowledge, and L2 learning motivation and confidence. However, the teachers also believed restricted time and unengaged students hindered the ERPs. The schools’ possible misinterpretations of extensive reading and their potentially unrealistic expectations regarding short-term returns against limited investment in extensive reading may have contributed to the abandonment or reduction of ERPs. To engage students in ERPs, schools should allow students to choose their own reading materials, reduce the emphasis on extensive reading tests, incorporate more intrinsic and extrinsic motivators, and consider combining extensive reading with reading strategy instruction.