Extensive Reading Practice Research Articles

“Online group discussion was challenging but we enjoyed it!” an exploratory practice in extensive reading

PurposeWhile many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.Design/methodology/approachThe exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.FindingsThe findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.Research limitations/implicationsThe present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.Practical implicationsThis study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.Originality/valueThe present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

Empowering Young Adult Second Language Learners through Extensive Reading Practices

Although English as a second language learners identify linguistic forms, structures, rules, and functions in the classroom, they are not able to use them correctly in receiving and producing meaning due to a lack of exposure to the language. Second-language learners can be exposed to the target language through extensive reading. Extensive reading may help the learner to recognize the function of linguistic forms, structures, patterns, and vocabulary of the target language and facilitate the learner to receive and produce meaning independently. Therefore, this study investigated the viability and validity of incorporating the extensive reading component into second language (L2) programmes designed to develop receptive and productive skills. This quasi-experimental study was conducted with 70 undergraduate students of both genders divided into two groups: experimental and control. Both groups were taught the same syllabus by the same teacher. However, the participants of the experimental group (N=35) were engaged in extensive reading programme whereas the participants of the control group (N=35) were not. When the achievement results of the two respective groups were compared, the results of the experimental group indicated a significant increase in receptive and productive skills. Therefore, extensive reading can be considered an effective and useful instrument in developing L2 receptive and productive skills.

Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary

Introduced in 2021, M-Reader is a digital application designed to promote Extensive Reading. Mataloko Seminary, recognizing its potential, has employed M-Reader to enhance both student literacy and identity formation. With this context in mind, this research sought to answer two pivotal questions: (1) How has Mataloko Seminary integrated Extensive Reading into its curriculum? and (2) To what extent does Extensive Reading via M-Reader influence the identity of seminarians on their journey to priesthood? Employing a narrative inquiry methodology, the study meticulously examined the application of M-Reader in extensive reading practices and its consequent impact on seminarian identity. Data was meticulously collated through semi-structured interviews with three students from grades 10 and 12, all hailing from Mataloko. This data, systematically categorized and analyzed using Microsoft Excel, revealed that M-Reader-supported extensive reading at Mataloko Seminary adheres to ten established principles of extensive reading. Furthermore, the program emerged as a pivotal tool in molding the seminarians' identity across four critical dimensions: human, intellectual, pastoral, and spiritual. These findings underscore the potential benefits for other educational institutions targeting comprehensive identity development: the incorporation of digital extensive reading tools like M-Reader can be a game-changer.

Extensive Reading in Improving Reading Motivation: A Students’ Perspective

Abstract. Students nowadays are accustomed to vast yet short information coming from various digital platforms. This affects their concentration span in a negative way and causes a difficulty in focus, including reading a longer text. This study aims to investigate how extensive reading practice improves students’ motivation in reading. Specifically, this study aims to elaborate students’ experience in English for General Reading subject, how far the extensive reading practice can increase students’ reading efficacy, and what impact the practice gives to students’ curiosity on specific topics. The finding is expected to uncover new possible ways, which educators can implement to match varied learning needs by optimizing the effectiveness of the activity. Data of this phenomenology study was taken through observation during the class and online questionnaire as the class evaluation after the class has finished. A number of semi-structured interviews were also conducted to a number of students to gain a deeper understanding of the phenomena. The interviews are transcribed, coded, and analysed using thematic analysis. This study found that extensive reading practice helps students improving their reading motivation in general, through enjoyment on familiar subjects, reading efficacy, as well as engagement on new topics.Keywords: Extensive Reading, Reading Motivation, Phenomenology, Student’s Perspective

Student And Teacher Perceptions Of Extensive Reading Practice

Extensive reading practice is a reading activity that involves a variety of materials outside the official curriculum. This research aims to understand how students and teachers implement Extensive Reading Practice and its impact on language learning. The research method used is a literature review, in which information is collected and analyzed from various sources such as journal articles, books, and related references. The results showed that Extensive Reading Practice received positive responses from students and teachers. Students reported improved reading skills, increased vocabulary, better text comprehension, and increased interest in reading. Meanwhile, teachers reported that extensive reading practice increased students' motivation to learn and active participation in language learning. The role of the school in providing adequate resources for extensive reading practice is also very important. This includes a well-stocked library and a variety of reading materials to support different reading activities. Overall, this study shows that extensive reading practice has significant benefits for students and teachers in improving language proficiency and motivation to learn.

Comparability Between Graded Readers and the Common Test in Japan in Terms of Text Difficulty Perceived by Learners

ABSTRACT Proponents of extensive reading argue that test-oriented language teaching and learning could discourage extensive reading practice. However, this has not been examined empirically. Given the possibility that the consistency of reading texts used in extensive reading and entrance examinations is one source of washback, the present study employed a two-facet Rasch measurement to examine the comparability between graded readers and the Common Test in Japan in terms of text difficulty perceived by Japanese high school students. It was found that perceived difficulty of the Common Test texts was not statistically different from that of some graded reader texts, providing positive evidence for the consistency between the Common Test and graded reader texts. Implications for future research on the relationship between entrance examinations and extensive reading are discussed in detail based on study findings and limitations.

Investigating Arabic teachers’ perceptions of extensive reading practices in higher education

Investigating Arabic teachers’ perceptions of extensive reading practices in higher education

STUDENTS’ RESPONSES TO EXTENSIVE READING ACTIVITIES IN ONLINE CLASSROOM

This pandemic has forced Book Report classes which are based on Extensive Reading Principles to be conducted online. This condition makes lecturers and students unable to conduct activities that are designed predominantly for offline classes. Therefore, the writer had to make some adjustments to the online learning environment. This practice is not yet studied extensively, hence, this paper aims to find out students’ perceptions related to extensive reading practices and how the implementation helps them learn English by analyzing data from Google Form, interview results, and lecturer’s notes and observation. The participants of this study are twenty-six students from Book Report D. The results of this study show students’ positive perception towards all activities in the class (ranging from 40.7% to 66.7% for each activity) and 96.3% of students considered they have positive progress from the beginning until the end of the class. These results show, that despite the challenges, educators should still apply extensive reading practices in their classes considering the benefits students could get from doing so.Â

INCORPORATING EXTENSIVE READING INTO THE CURRICULUM OF ENGLISH TEACHER EDUCATION

It is believed that teachers have a significant role in helping students improve their reading performance. Hence, it is crucial to develop a good reading attitude of student teachers because they will become teachers in the future. The teacher education program should prepare student teachers as role model readers. Therefore, the curriculum needs to ensure that the courses help the student teachers build their reading habits. One recommended way to improve reading performance is through extensive reading. This study employed descriptive qualitative research to know how extensive reading is implemented in the English teacher education curriculum and how student teachers view the extensive reading practice. The data resources were from the syllabus, the reflection journals, and the interviews. The study revealed that an extensive reading program could be introduced by integrating it into an existing EFL reading course. Although the English language proficiency did not improve significantly, the student teachers got their reading interest improved and learned new pedagogical skills from extensive reading sessions. It can be concluded that extensive reading can be incorporated into the existing EFL curriculum. However, for more beneficial implications for EFL student teachers, pure extensive reading is highly recommended

Online Children’s Book to Encourage Extensive Reading in English Teaching in The Islamic Family Law Program Study of IAI Tasikmalaya

The use of online children’s book to encourage students in extensive reading is one of creative strategies since it can improve students’ interests in reading. As English books that are difficult to find, many books are unaffordable for many people, and they also lack variety in terms of English levels and genre, online children’s book that is provided in story weaver platform can help students to get a wide variety of reading materials. Therefore, this paper explores the author’s experience in implementing online children’s book to encourage extensive reading in English Teaching during one semester in the Islamic Family Law Program Study and analyzing the students’ perception of the use of online children’s book in extensive reading practice. The participants are students of the second semester who take English 2 course. In this research, qualitative is used as a research method. The result showed that the students have positive attitudes towards online children’s book when they have to read extensively.

ENGAGING EXTENSIVE READING PRACTICE MEDIATED BY LET’S READ ASIA IN ONLINE CLASSROOM

This research aims to find out the process of students’ engagement during extensive reading practice mediated by Let’s Read Asia and students’ responses during extensive reading practice mediated by Let’s Read Asia at the eleventh grade in one of the Senior High School at Karawang. This research used the qualitative approach and a basic interpretive research as the research design. The data were collected by observation checklist based on guidelines from the Extensive Reading Foundation, online interview by using Whatsapp application, online documentation, and written artifact of students. This research included 4 participants of eleventh grade of senior high school. The result of this research showed that the teacher can engage students, it because students actively followed teacher instructions during the process of extensive reading practice that mediated by Let’s Read Asia. During the extensive reading practice that mediated by Let’s Read Asia students could make their interest to read with books that have self selected by students. The students also give the positive responses in the process of extensive reading practice that mediated by Let’s Read Asia as a media of students reading activity.

Students’ Perceptions Towards Extensive Reading In Efl Contexts

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

Extensive reading practices in the Arabian Gulf region

This study examined the English extensive reading (ER) programs across the Arabian Gulf region. It investigated the ER models and approaches adopted by different higher education institutions (HEIs) in the region, their ER practices and activities, and the challenges they encountered in implementing their ER programs. Utilizing qualitative research design with seventeen (17) cases from prominent colleges and universities in Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Oman, and Kuwait, the study found that most English ER programs in the region adopted the Graded Readers approach with the Supervised-Modified ER model and course-component integration scheme. The study further discovered that the ER programs varied in terms of duration, number of hours and sessions, target number of words, required number of books read, engagement and enrichment activities, and assessment system. Lastly, the study also found that HEIs in the region experienced challenges in sustaining meaningful, varied, and sufficient resources, changing the negative attitudes of the stakeholders toward extensive reading, providing more sufficient space for ER in English language curriculum, and building a strong culture of reading in the community as a whole. The study concludes with recommendations on how to improve English ER implementation in the Arabian Gulf region.

A Jointly Led Teacher-Student Extensive Reading Practice and Its Effect on Enhancing English Learning by Linking It with Autonomous Learning

This paper discusses the practice of the “English Extensive Reading & Listening Marathon,” a learning activity that aims to enhance in-class English education by linking it with out-of-class autonomous learning activities. It uses the extensive reading (ER) practice as a foundation. In implementing the practice, ER activities were employed as a part of an English class in order to encourage students to read on their own. An English reading circle was also created to support the practice. The related voluntary, after-school activities were planned and run by the students themselves with guidance from the authors. The collaborative effort between teachers and students was effective in autonomous English learning, resulting in an increase in the average reading volume of the students. Four students attained the goal of reading 300,000 words in a year.

The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017

ABSTRACT Even though the importance of extensive reading practice is well documented, as are students’ changing leisure-time reading habits, knowledge of how much students read at school is still limited. Therefore, this study investigates how many pages of continuous text, nonfiction as well as fiction, students in middle (Grades 4–6) and lower secondary (Grades 7–9) school read during an ordinary school day. Comparing data from two large-scale surveys, in 2007 and 2017, our analyses indicate that the proportion of students who read one full page or more has decreased significantly. More students in middle school compared to lower secondary still read nonfiction, whereas the reading of fiction is now equally low. We conclude that the growing achievement gap among Swedish students on reading literacy tests is mirrored in the widening divide between students who still read extensively at school and those who do not read at all.

Effects of Teacher and Peer Mediation on Students’ Self-Efficacy Belief About Their Extensive Reading Practice: In Case of Asossa Preparatory School

This study investigated the EFL students’ self-efficacy belief about extensive reading through mediated teaching reading mode. The study employed a quasi-experimental design. Two intact grade 11 classes were purposively selected and randomly assigned into experimental (N=30) and control (N=30) group. Five capable peers were selected from the experimental group along with their EFL teacher to serve as mediators while this was not done in the control group. Pre-intervention questionnaire and pre-test were administered to both groups to see if they had the same self-efficacy belief about extensive reading and the ability in reading. The groups were also given a post-intervention questionnaire and post reading test to determine the extent students become positive self-efficacious and their reading skill was improved. SPSS 20 was used to analyze the collected data. From independent sample test, pre-intervention questionnaire and pre-test results indicated that both group students held similar perceived self-efficacy belief about extensive reading and had similar ability in reading skills. Whereas the paired sample t-test proved that there was a significant mean score difference within the experimental group students, but there was no within the control group. The study concluded that the intervention positively changed the students’ self-efficacy belief about extensive and improved their reading skill. It was recommended that EFL teacher need to play effective role in mediating students to raise their self-efficacy belief through extensive reading. Similarly, using more capable peers was an important measure in supporting peer learners. Keywords: extensive reading, self-efficacy belief, mediation DOI: 10.7176/RHSS/10-19-03 Publication date: October 31 st 2020

MOBILE-ASSISTED ON EXTENSIVE READING: STUDENTS’ VOICES

Abstract
 As reading starts to lose its popularity for most students, digital reading can serve as a solution to overcome this problem. The integration of digital reading and extensive reading practice can be beneficial for language learners. A number of researchers have conducted the studies on this issue through different perspectives. The current study mainly focuses on the students’ perception of digital reading in extensive reading practice. The qualitative approach was employed to obtain the research data. Therefore, series of questions were addressed to achieve the research objective through an open-ended interview. The result showed that the students have positive attitudes towards digital reading when they have to read extensively. The practicality, portability, flexibility, accessability, and affordances of e-books helped them to apply extensive reading successfully. Moreover, extensive reading benefits the students to develop their reading habit, discover pleasure in reading, as well as improve other skills in English. 
 Keywords: digital reading, extensive reading, students’ perception

Well Begun is Half Done- Study on an English Extensive Reading Project in a Chinese University

Starting from the characteristics and the benefits of extensive reading, this paper gave a detailed description of an English extensive reading practice carried out in a Chinese university. It pointed out problems found in the process, and analyzed the results of a questionnaire survey at the end of the practice. The case study discovered that most university students have difficulty in judging their own English reading ability and cannot match their language proficiency with their reading levels efficiently. Teachers’ participation in the project emphasized on teachers’ helping students objectively measure their reading levels, recommending appropriate books, organizing diverse activities to enhance reading interest and persistence. Guidance focused on the establishment and maintenance of a dynamic reading list based on students’ English reading levels including Graded Readers. In addition, teachers should carefully consider the evaluation means of reading practice, avoiding adding tremendous pressure to readers, for the ultimate goal is to develop students’ extensive reading autonomy on a regular basis.

Extensive Reading (ER) Practices and the Development of Language Fluency

This research aimed at investigating the Extensive Reading (ER) practices of the students and the development of language fluency. The design of the research was a qualitative study using purposive sampling technique. The data were collected by conducting interview and distributing questionnaire to 20 postgraduate students in Sebelas Maret University, Surakarta, Indonesia. Furthermore, the research revealed some findings on the types of reading materials preferred, reasons and benefits of reading, the effect of the extensive reading practices for the development of language fluency and academic achievement. The results indicate that students prefer the enjoyable reading as their reading sources. Moreover, the books suggested by the teachers to read also become their favorite materials because they obtain some advantages especially in developing language fluency. The finding also implies that extensive reading practices also affect the students’ academic achievement.

An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice

Learners’ reading performances are needed to be studied in order to clarify the appropriate context of studies about learners’ extensive reading experiences. This article is based on a preliminary study on “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aimed to answer two questions: (1) How is The Indonesian EFL learners’ reading performance before learning extensive reading? (2) How is The Indonesian EFL learners’ reading TOEFL score for reading section before learning extensive reading? An analysis was conducted for the data on the documents of reading performance and Reading Section of TOEFL score. The result of this study found: (1) The Indonesian EFL learners’ reading performance before learning extensive reading is in the range 66-80 (B) in Reading III for all learners (100%) (2) The Indonesian EFL learners’ TOEFL score for Reading section before learning extensive reading is in the range 51% - 80 %. These preliminary data were needed in order to indentify the learners’ reading performances, therefore, it is expected that the findings are meaningful for the study designed.