Graded readers as an input medium in L2 learning

Hafiz, F.M.; Tudor, Ian

doi:10.1016/0346-251x(90)90026-2

Cited by 77 publications

(49 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings of this part of the study are consistent with studies conducted by Beach (1984), Schneider (1985), Janopoulous (1986), Murdoch (1986), Hafiz and Tudor (1990), Zaher (1990), Grabe and Kaplan (1996), Mason and Krashen (1997), Bell (1998), Ferris and Hedgcock (1998) (2011), and Zainal and Husin (2011). All of these studies showed that using extensive reading in English language instruction in general and in improve their writing skill in particular.…”

Section: International Journal Of Linguisticssupporting

confidence: 90%

“…The results proved that the reading-to-write was superior to the other two models. Hafiz and Tudor (1990) investigated the effects of an extensive reading program and accuracy of using lexical items on Pakistani primary school pupils' second language learning. They found that the students had statistically significant gains in their vocabulary base and writing and the influence of extensive reading program supported the idea that students learn to write through reading.…”

Section: Review Of Related Literaturementioning

confidence: 99%

See 1 more Smart Citation

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

Al-Mansour¹,

Al-Shorman²

2014

IJL

View full text Add to dashboard Cite

This study aims at investigating the effect on an extensive reading program on the writing performance of Saudi EFL university students. The sample of the study consisted of 48 students randomly chosen from King Saud University-College of languages and Translationand assigned to experimental and control groups of 24 students each. Data of the study were collected within two months period via a pre-posttest design for equivalent groups. The control group was taught by the regular teacher with the direct administration of the researchers, however, the experiment group was taught by the researchers. The researchers assessed the effect of the extensive reading program on the writing performance of the Saudi EFL university students. Results showed that the experiment group outperformed the control group on the measure. This indicated that the extensive reading program may have a significant positive effect on learners' writing performance.

show abstract

Section: International Journal Of Linguisticssupporting

confidence: 90%

Section: Review Of Related Literaturementioning

confidence: 99%

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

Al-Mansour¹,

Al-Shorman²

2014

IJL

View full text Add to dashboard Cite

show abstract

“…There Hafiz & Tudor, 1990). Other studies have emphasized benefits such as increased motivation to learn the new language and renewed confidence in reading (e.g., Brown, 2000;Hayashi, 1999;Mason & Krashen, 1997).…”

Section: B Review Of Literaturementioning

confidence: 99%

“…Extensive Reading is often assumed to be contrasted with Intensive Reading, which is most commonly associated with a line-by-line, or grammar-translation approach to learning to read in a foreign language (Palmer, 1964). While there is abundant evidence that reading plays a significant role in learning a foreign or second language (Camiciottoli, 2001; Constantino et al, 1997; Gradman and Hanania, 1991;Janopoulos, 1986), many studies have also stressed the benefits of ER, such as its positive effect on reading comprehension (Bell, Sheu, 2003), writing performance (Elley, 1991;Hafiz & Tudor, 1990; Lai, 1993; Mason & Krashen, 1997), grammatical competence (Elley, 1991;Elley & Mangubhai, 1983;Sheu, 2003). These studies cover a wide range of learners' ages and were conducted in a variety of settings, both ESL (English as a Second Language) and EFL, both inside and outside of set curriculums and schools, and as mainstream or supplementary activities.…”

mentioning

confidence: 99%

The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth

Rashidi¹,

Piran²

2011

JLTR

View full text Add to dashboard Cite

Abstract-ThisAssociates Test (1998) were administered. Each was run twice, once before the treatment (IR/ER) as a pretest and once after the treatment as a post-test to check the effects of the two treatments on vocabulary size and depth of the participants. Two-way ANOVA was used to analyze the data. The results of the study showed that both IR and ER have an impact on learners' vocabulary size and depth significantly and that the students' vocabulary knowledge in terms of size and depth had increased. Moreover, the students at the intermediate level took more advantage of IR than ER, but in the advanced group the students benefited more from ER than IR. Finally the study demonstrated that reading both intensively and extensively can lead to vocabulary development in a way that the number of vocabulary which each learner knows in terms of each word's synonym, antonym and collocation will be improved significantly. Index Terms-intensive/extensive reading, vocabulary size/depth

show abstract

“…(pp. 193-194) Prior research on extensive reading has shown promising learning benefits for L2 learners on various aspects including vocabulary acquisition (Nation, 2001), reading comprehension (Bell, 2001), reading fluency (Bell, 2001;Kusanagi, 2004), the development of good reading habits (Nash & Yuan, 1992), and writing ability (Hafiz & Tudor, 1990;Krashen, 1989;Tsang, 1996). In addition, students became more confident and motivated as L2 readers (Day & Bamford, 1998;Mason & Krashen, 1997).…”

Section: Introductionmentioning

confidence: 99%

The Use of Children’s Literature With University English as a Foreign Language Learners in Taiwan

Huang¹

2015

SUET

View full text Add to dashboard Cite

This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwanese University English as a Foreign Language (EFL) students' reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children's picture storybook or children's novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher's guidance. General findings of the 17 participants were presented in three categories: (1) vocabulary acquisition, (2) common comprehension problems, and (3) common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that (1) these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and (2) they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.

show abstract

Graded readers as an input medium in L2 learning

Cited by 77 publications

References 9 publications

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students

The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth

The Use of Children’s Literature With University English as a Foreign Language Learners in Taiwan

Contact Info

Product

Resources

About