Abstract
This paper reports the implementation of an Extensive Reading (ER) program in an English proficiency course at a higher education institution in the Sultanate of Oman. The implemented ER program for this study is titled, “Less is More” utilizing a readily available website, Voice of America (VOA) Learning English. Data was gathered from undergraduate students of Omani nationality enrolled in an English proficiency course for Spring 2020/2021 semester during the Covid-19. The findings of the study were gathered from multiple sources namely reading speed, comparison of pretest and posttest scores, semi-structured interviews, online focus group discussion, and the course instructor’s reflection of the implementation of the ER program. The backgrounds of the students were considered too. The findings revealed that the average students’ reading speed was consistent at 100wpm (word-per-minute) throughout the ER program. There was a positive outcome on the students’ posttest scores and a significant correlation between the number of articles the students read to their posttest scores. The data from the qualitative inquiry provided an insight into the use of modified texts to encourage more reading. Although the research did not investigate the best practices for an ER in the context of an English proficiency classroom in Oman, it showed how an ER can be implemented online given the circumstances of the Covid-19 pandemic.
Highlights
Lituanas, Jacobs, and Renandya (2001) observed that one of the ways to improve a learner’s second language proficiency, especially in an environment where the language is hardly heard or spoken, is through reading
In the case of multilingual societies such as the Sultanate of Oman, this means becoming skilled English language readers. This skill represents learners’ futures so that they are able to negotiate careers and to seek advancement in modern societies, an important aspect of Oman Vision 2040. This investigation stems from the studies proposed by several English as Second Language (ESL) research, such as the works of Day and Bamford (1998), Nation (1997), Krashen (2009), and a study conducted in Oman by Fawzia and Salwa (2016) that Extensive Reading (ER) is invaluable in improving English language proficiency
This paper argues that by encouraging students to read more, texts that are similar in the cognitive processing (Bax, 2013) to IELTS reading passages, it increases the amount of input and exposure to the English language, and in turn, aids the development of the language (Ellis, 2010)
Summary
Lituanas, Jacobs, and Renandya (2001) observed that one of the ways to improve a learner’s second language proficiency, especially in an environment where the language is hardly heard or spoken, is through reading. This skill represents learners’ futures so that they are able to negotiate careers and to seek advancement in modern societies, an important aspect of Oman Vision 2040 This investigation stems from the studies proposed by several English as Second Language (ESL) research, such as the works of Day and Bamford (1998), Nation (1997), Krashen (2009), and a study conducted in Oman by Fawzia and Salwa (2016) that Extensive Reading (ER) is invaluable in improving English language proficiency. The student studied English for 12 years through Oman public schooling system This is followed by six months of learning English at the University’s Foundation program. Student 2 completed three levels of the University’s foundation program and three English skills-based classes before enrolling in the English proficiency course for the Spring 2020/21 semester. He was exempted from the English courses at the Foundation program
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