Effects of Extensive Reading on Motivation for Reading in English

Suk, Namhee

doi:10.18095/meeso.2016.17.4.06

Cited by 3 publications

(3 citation statements)

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“…The myriad benefits of ER have been felt by institutions, teachers, and especially students in specific skills such as gains on student reading comprehension, grammatical competence and vocabulary knowledge (Bell, 2001;Sheu, 2003), vocabulary acquisition (Suk, 2016;Webb & Chang, 2015), reading fluency (e.g., Bell, 2001;Hufman, 2014;Iwahori, 2008), and writing performance (Irvine, 2011;Park, 2016). Overall, ER is impactful in enhancing learners' motivation to read and on the whole, student English learning (Takase, 2008).…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL Learners’ Responses To Extensive Reading: Benefits and Challenges

Mardiyana

Setyarini

Amalia

2021

JPP

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AbstrakKarena manfaatnya terhadap banyak keterampilan spesifik, ER telah dipercaya sebagai salah satu solusi terbaik dalam merangsang penguasaan bahasa siswa. Namun, terlepas dari manfaat yang ditawarkan, beberapa kendala dan masalah juga dilaporkan muncul baik dari guru maupun siswa. Studi saat ini mencoba untuk menggali (1) manfaat ER pada keterampilan spesifik yang diakui oleh mahasiswa dan (2) hambatan yang mereka hadapi dalam menerapkan ER. Penelitian ini melibatkan 4 mahasiswa Program Studi Pendidikan Bahasa Inggris di salah satu universitas di Riau, Indonesia yang telah menerapkan ER sebelum mereka masuk Universitas. Pengumpulan data dilakukan melalui angket terbuka dan wawancara. Temuan dan diskusi tentang tanggapan peserta terhadap ER kemudian disajikan dan saran untuk penelitian lebih lanjut juga diberikan.Kata kunci: Manfaat, Tantangan, Membaca Ekstensif AbstractDue to its many benefits for specific skills, extensive reading (ER) has been trusted as one of the best solutions in stimulating student language acquisition. However, apart from the benefits it offers, some constraints and issues were also reported that arise from both teachers and students. The current study attempted to investigate (1) the benefits of ER on specific skills recognized by university students and (2) the obstacles they face in implementing ER. This study involved four students of an English Education Study Program at a university in Riau, Indonesia, who implemented ER before they entered the university. The data were collected through open-ended questionnaires adapted from Arai (2019) and interviews. Findings and discussions about the participants’ responses to ER are then presented, and suggestions for further research are also given.Keywords: Benefit, Challenges, Extensive Reading.

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Section: Introductionmentioning

confidence: 99%

Indonesian EFL Learners’ Responses To Extensive Reading: Benefits and Challenges

Mardiyana

Setyarini

Amalia

2021

JPP

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“…The purpose of extensive reading is to read for general meaning, information, and enjoyment. Suk (2016) clarifies that these definitions share a similarity in that extensive reading is to read a large number of the texts and the texts are within the students' level of reading proficiency. Three key points are considered when looking at the definition of extensive reading proposed by Suk (2016): 1) the reading material is at appropriate level with the students' proficiency, 2) extensive reading provides a large amount of meaningful materials, and 3) the reader selfselects the reading materials.…”

Section: Intensive Reading and Extensive Readingmentioning

confidence: 96%

“…Some of the participants chose a book that was too easy, while others selected the book that was too difficult for them. In order for extensive reading to be effective, it is important that learners read reading materials at the appropriate level that matches their level of proficiency (Suk, 2016). If they read a book that is too difficult, they may become disheartened and eventually give up.…”

Section: Level Of Difficultymentioning

confidence: 99%

Development of out-of-class extensive reading to enhance perceived English reading self-efficacy of underserved students

Tangkijmongkol¹

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Perceived English reading self-efficacy is one of the essential factors that facilitate development of English language ability as it motivates learners to read and learn. The present study aimed to investigate the outcomes of out-of-class extensive reading to enhance perceived reading self-efficacy of underserved student and to explore underserved students’ attitudes towards out-of-class extensive reading. In this study, a mixed-method research design, with a particular focus on the use of narrative inquiry, was employed, and the study participants consisted of five lower secondary students in a slum community in Bangkok, Thailand. The purposively selected participants were between 14 and 15 years old, and all of them were considered underserved students. Data were collected by means of the pre- and post-perceived reading self-efficacy questionnaires, students’ log, teacher’s diary, interview protocols and attitude questionnaire. The findings revealed that out-of-class extensive reading could enhance underserved students’ perceived reading self-efficacy and the underserved students had a positive attitude towards out-of-class extensive reading as it suited specific characteristics and learning conditions of underserved students and motivated them to read. Based on such findings, it could be concluded that out-of-class extensive reading could be utilized to enhance perceived reading self-efficacy, which, in turn, could help develop reading ability of underserved students.

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Assessment and Direction for Age-Friendly City Planning: Case Study of S City Using Focus Group Interview

Jang¹,

Kang²

2023

jss

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Effects of Extensive Reading on Motivation for Reading in English

Cited by 3 publications

References 0 publications

Indonesian EFL Learners’ Responses To Extensive Reading: Benefits and Challenges

Indonesian EFL Learners’ Responses To Extensive Reading: Benefits and Challenges

Development of out-of-class extensive reading to enhance perceived English reading self-efficacy of underserved students

Assessment and Direction for Age-Friendly City Planning: Case Study of S City Using Focus Group Interview

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