Extensive reading in an EFL classroom: Impact and learners’ perceptions

Abstract

A number of studies have suggested that extensive reading can lead to gains in different language skills. Few studies on extensive reading have been conducted outside the East Asia classroom setting. This study investigated the impact of an extensive reading programme conducted over 12 weeks with 90minutes group sessions 3 times a week involving 10 Jordanian Arabic first language English foreign language learners with low-intermediate proficiency. The participants were situated in a print-rich environment, and given access to a library of graded readers, and did various extensive reading activities in and out of class. The participants were assessed for reading fluency and vocabulary knowledge before during and after the programme. In addition, the participants' perceptions of extensive reading were explored. A mixed-methods action research design was employed over an extensive reading programme. Data were collected from multiple sources (e.g., tests, interviews and diaries), and the results were both statistically and thematically analysed. The findings of the study indicate that the impact of the extensive reading approach was positive on the learners' reading fluency and vocabulary knowledge. The results also revealed a positive correlation between the amount of reading and reading fluency and vocabulary knowledge. The learners' perceptions of the extensive reading approach and its implications are also discussed.

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

“…The finding also supports previous studies confirming sustainable vocabulary acquisition development resulting from intensified reading activities. Several studies have strengthened the evidence of extensive reading engagement to contribute to several aspects of second language learning, such as reading comprehension and reading rates (Belgar & Hun, 2014), and vocabulary and spelling (Pigada & Schmit 2006;Liu & Zhang, 2018;Sun, 2020;Ateek, 2021;Puspa & Ragawanti, 2022). Other experts, such as (Renandya, 2016), have exaggerated extensive reading to have attracted increasing attention from second language and foreign language researchers and educators over recent decades.…”

Creation of Learning Strategies for Development of English Reading Skill by the Extensive Reading in EFL Classroom

“…1, and no.3. According to Day and Bamford (1998) ESL or EFL will successfully read and understand easily if they use reading texts that were suitable to their communicative competence in terms of linguistics as described by Oxford (1990) and also within their interest may increase student's reading fluency and vocabulary, learning autonomy and motivation supported by many recent research studies such as Singkum and Chinwonno (2021); Ateek (2021);Canh (2021). From the survey, many students have distinguishing ways to cope with their comprehension breakdown by asking friends who have good reading skills or teachers; reviewing their reading questions, or searching for more knowledge from the internet.…”

“…Extensive Reading (ER) particularly becomes a significant role to get students to experience lots of reading. Ateek (2021) summarized ER as a crucial benefit for language learners to expose in sufficient amounts of accessible, comprehensible input with enjoyment and leads to many progression in language skills. Specifically, it is to have them choose what they will read and then spend their time reading it continuously and numerously (Day & Bamford, 1998.…”

“…The study of Ateek (2021) revealed that ER can help students develop their reading proficiency by choosing what they are interested in at their comfort level to read and read as much as possible with different genres. His study showed a significant impact on increasing vocabulary knowledge by repeated reading of single words.…”

Influencia de los círculos literarios para desarrollar la lectura en extenso en inglés en ambientes virtuales

“…La metodología de la LE se ha utilizado en la didáctica de las lenguas extranjeras, por sus beneficios en la adquisición de la lengua y el desarrollo de la habilidad lectora de manera práctica, atractiva, significativa y autónoma (Sánchez y Gavilánez, 2017;Wang y Kim, 2021). Se trata de un método de lectura en el que se expone a los estudiantes a una enorme cantidad de vocabulario y estructuras gramaticales, a través de lecturas simples y comprensibles de textos variados, los cuales son seleccionados de forma espontánea y placentera (Ateek, 2021). Su uso permite aumentar el conocimiento del vocabulario de manera exponencial y rápida, aunque este proceso es de forma progresiva, ya que al ser una lectura que se hace por gusto, el objetivo de la práctica y aprendizaje de la lengua extranjera no se plantea de manera explícita, y la adquisición del vocabulario se vuelve una actividad no intencionada y natural, detonando un aprendizaje visual a través de estas lecturas (Aka, 2019).…”