Abstract
This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student’s reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English was purposefully chosen from several universities in the academic year 2012 and the study continued for three semesters. To establish the validity for the instruments, the method of content validity was used; the instruments were given to a jury of specialists. In addition, the reliability of the test was established. Before carrying out the experiment, a pre-test for the general reading comprehension was administrated. By the end of the experiment, the researcher administrated the general reading comprehension post-test. The researcher used the t-test to detect any significant differences between the pre-test and post-test on the reading, grammar, and vocabulary. The findings show that ER improves university EFL students’ reading, vocabulary and grammar achievement. Finally, the researcher suggested several recommendations.
Highlights
Reading comprehension, reading speed, grammar, and vocabulary knowledge are the basic criteria often used to judge Jordanian university students’ proficiency
The findings revealed that extensive reading (ER) affected on the reading proficiency achievement of low-level EFL students
As shown in Table (3), there is a statistically significant difference (α≤0.05) between the pre- and post-tests attributed to the difference in the treatment(ER), in favor of the post test
Summary
Reading comprehension, reading speed, grammar, and vocabulary knowledge are the basic criteria often used to judge Jordanian university students’ proficiency. A student who reads without comprehension is not really reading. Comprehension will become valueless if reading efficiency does not take into account reading speed, which is usually measured in the number of words read per minute. One series problem in reading comprehension is that among students are used to comprehending a passage on sentence level rather than on discourse level. This frailer causes some students to be dependent on understanding every single sentence in a text, even when this is not necessary to fulfill their reading purpose, with the result they tend to rend all texts at the same speed. The student heavily relies on dictionaries to get the meanings of some new words
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