A large-Scale Study on Extensive Reading Program for Non-English Majors: Factors and Attitudes

Abstract

Reading is a complex method of drawing information from some form of text and then interpreting it. The importance of reading in an academic context cannot be underestimated in its influence on learning. It is commonly agreed that students should read extensively in order to enhance their reading skills and to learn other knowledge through that reading. This paper presents an analysis of teachers' and students' perceptions toward an extensive reading program located in an EFL higher education context. Particularly, the study aims at assessing factors that may influence the students' attitudes toward extensive reading (ER) and both students' and teachers' perceptions to the newly implemented extensive reading program. In this paper, the author attempts to analyze and understand the effectiveness of an extensive reading program. The results show that: first, differing majors among students and the amount of time spent weekly on reading graded readers directly impacts students' attitudes toward extensive reading. Second, although many students verbally express a dislike for ER programs in class, they strongly agree that ER is a good way to learn English on the survey. Third, in spite of teachers' skepticism prior to the ER program, results confirm the linguistic benefit ER brought to learners upon completion of the program. Notwithstanding the preliminary resistance of the ER program, teachers' and students' attitudes noticeably changed over the two semesters of engagement.

The Effect of Narrow Reading on L2 Learners’ Perceptions

“…The study found that students’ comfort level in L2 reading had been greatly enhanced. Positive feedback was also reported in a large scale study by Tien (2015) with more than 1,000 English as a Foreign Language (EFL) students who had little experience in L2 ER. If reading extensively changes students’ attitudes towards reading, then it is worthwhile to explore what plays the most important role during the reading practice.…”

“…Many studies have shown that students’ perceptions of ER change after they have real experience of reading in L2 (Al-Hamound and Schmitt, 2009; de Morgado, 2009; Martinez, 2017; Tien, 2015; Yamashita, 2013). For example, 61 Japanese university students read for 45 minutes in class per week for a 15-week period (Yamashita, 2013).…”

Integrating Extensive Reading in a College Preparatory Year Program: Perceptions, Challenges, and Possibilities

“…In the study of Tien (2015), attitudes and perceptions on ER were explored in a Taiwanese EFL higher education context. Using descriptive survey method, the study revealed that ER can significantly change attitudes of both teachers and students toward reading.…”

Sorotan Literatur Bersistematik: Kesan Kaedah Mengajar Bacaan Ekstensif Terhadap Tabiat Membaca

“…Reka bentuk kajian yang dijalankan lebih kepada kaedah campuran kerana gabungan kaedah kualitatif dan kuantitatif dapat memberikan hasil dapatan yang empirikal (Richey & Klein, 2010). Enam kajian gabungan kualitatif dilaksanakan oleh Tien (2015), Sun et al (2016), Iqbal dan Komal (2017), Boakye (2017), Ramonda (2020) dan Rajabpour (2020).…”

“…Reka bentuk kajian kualitatif yang dijalankan menggunakan kajian kes iaitu dijalankan olehMikami (2013) di Jepun untuk mengkaji tahap motivasi melalui penetapan matlamat dalam bacaan ekstensif. Satu reka bentuk kajian gabungan kualitatif dan kuantitatif pula menggunakan teori mendasar (Grounded Theory) iaitu kajian yang dijalankan olehSun et al (2016) manakala lima lagi kajian reka bentuk gabungan menggunakan kajian kes (case study) yang dijalankan olehTien (2015),Iqbal dan Komal (2017),Boakye (2017),Ramonda (2020) danRajabpour (2020). Reka bentuk kajian serta instrumen kajian yang digunakan ditunjukkan dalam Jadual 1 dan Jadual 2.Jadual 2: Kaedah dan Instrumen…”