Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

Wang, Chaochang; Ho, Chu-Tai

doi:10.17507/jltr.1004.04

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…A greater proportion of learners from different parts of the world have made social recognition their reason for learning a second language. The findings of this study along with previous studies such as Wang & Ho (2019) which revealed that learners tended to hold a favorable attitude toward extensive reading and perceive it to be important and effective learning, having confidence in its effect. Similar findings from Yılmaz et al (2020) also indicated that ER increased their self-confidence in learning English as they overcame fear of making mistakes.…”

Section: Discussionsupporting

confidence: 77%

“…The study's outcome exhibited that the students had positive perceptions toward ER practices and considered if ER is a reading activity for pleasure and information search where they can read material without any restraint. The subsequent study is from Wang & Ho (2019), who investigated the relationship of ER to overall English language competence both teachers' and students' views about its implementation. The participants were 190 Taiwanese university freshman and three English instructors.…”

Section: Introductionmentioning

confidence: 99%

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University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

Pammu

Dewintha²,

Nursafira³

2023

Utamax

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This paper reports the findings drawn from a six-month survey on first-year students’ perception of Extensive Reading intervention in a basic general English course program at Hasanuddin University. This survey study aimed to reveal the extent to which the samples agreed on some aspects of language learning’s positive impacts from attending a reading intervention semester. Other aspects were also examined to the degree of improvement, such as students’ beliefs about eclecticism, self-confidence, and social identity. Data were obtained from questionnaire surveys consisting of 7 close-ended statements and four rating scales from 120 fresh undergraduates. The scaling of “strongly agreement” was tallied from the total samples to obtain the trend. The greater the percentage of the agreement rate, the stronger the perceptions, so as the higher the tendency of the positive impact of extensive reading. The findings came up with encouraging results where a greater proportion of the samples reported significant improvement in aspects contributing to language learning. These include improved vocabulary, writing skills, reading rate, comprehension, confidence, and motivation. The study also revealed the perceived gaining of social identity and reduced degree of eclecticism in dealing with English texts. The findings support the previous research that confirms assurance of reading improvement through extensive reading. The survey warrants pedagogical implications for teachers to constantly embark high intensity of reading activities for students to inculcate reading habits so as to improve personal study skills and encourage autonomous learning.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

Pammu

Dewintha²,

Nursafira³

2023

Utamax

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show abstract

“…Similarly, students could broaden their vocabulary after participating in an extensive reading program [6]. Gaining statistically significant in listening, reading, and writing test scores after one year of implementing extensive reading [7]. Those previous studies focused primarily on extensive reading activity that took place offline.…”

Section: Introductionmentioning

confidence: 99%

The digital-mediated extensive reading on English Language learning of agriculture students

Prasetianto,

Maharddhika,

Trimus

2024

EduLearn

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Reading is a skill that is initially taught in schools. Students are introduced to the alphabet and later learn to read texts. Reading Foreign languages is also introduced when students learn a foreign language. The student requires reading activities that include vocabulary learning. Extensive reading is one of the practical activities of reading. Nowadays, extensive reading activities include reading printed and digital text in e-books, journals, and internet and social media articles. In addition, digital extensive reading research on university students of agriculture is still rare. Thus, research on digital-mediated extensive reading in agricultural students’ needs to be conducted to investigate whether it improves their reading comprehension. This study involved 84 agricultural students majoring Agroecotechnology study program. The participants take an English course. The data for this study was taken from the pre-test and post-test scores and questionnaire. The data will be analyzed using descriptive and inferential statistics. The results of the study shows that the digital-mediated extensive reading effectively enhances the student's reading comprehension in English as academic purposes (EAP) setting, and the students express that the digital-mediated extensive reading provides flexibility, technology utilization, and reading.

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“…It is particularly true for extensive reading practices that promote enjoyment (Anindita, 2020;Dwyer et al, 2014). Wang and Ho (2019) added that extensive reading could develop language abilities, reading habits, and positive attitudes. Frequent reading enhances reading comprehension, vocabulary, writing fluency, and precision.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

Mandarani,

Retnaningdyah,

Mustofa

2024

INT J EDUC METHODOL

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<p style="text-align:justify">Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.</p>

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Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

Cited by 10 publications

References 21 publications

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

University Students’ Perceptions of Extensive Reading Intervention: Evidence from Universitas Hasanuddin Non-English Freshmen

The digital-mediated extensive reading on English Language learning of agriculture students

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

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