Impact of Extensive Reading Programs and Video Reports on English Speaking Skills

Abstract

This study investigates the impact of extensive reading(ER) classes on students' speaking skills, focusing on fluency and accuracy. Results reveal a notable improvement in both aspects following students' participation in ER activities, including writing book reports and recording video reflections on their reading. The quantity of books read emerges as a key determinant of speaking fluency enhancement, and a positive association with speaking accuracy is observed as well, both exhibiting statistical robustness. Furthermore, an increase in the number of video report submissions correlates positively with improvements in overall speaking proficiency, such as accuracy, showing statistical significance; however, statistical significance is not achieved for fluency. Several pedagogical implications are presented and the limitations of the present study are addressed.