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

Abstract

Many studies in different EFL contexts have shown positive impacts of extensive reading (ER) on learners’ language abilities, reading proficiency, motivation, and attitude toward reading. With the aim of investigating the appropriateness and effectiveness of ER in a context where there is no strong culture for reading, this study surveyed students’ attitudes towards ER, their perceptions on the benefits they gain from ER, and the challenges they encountered during its implementation. Utilizing interview, it also examined teachers’ perspectives on the possibilities and trajectories of ER within the institution after its first implementation. The study sample consisted of 365 randomly selected male Saudi college-level EFL students who answered the questionnaire and 5 teachers who separately responded to the unstructured interview. Results revealed that students have positive attitudes towards ER. They believe that ER is very useful, interesting, enriching, and empowering that it can make them better readers and learners. Results also revealed that ER provides various linguistic benefits. However, there can be challenges such as time constraints, lack of resources, and linguistic and cultural barriers. Analysis of the interview with teachers revealed that there can be many possibilities to improve ER implementation. The study concluded with its limitations and important recommendations.

Extensive reading practices in the Arabian Gulf region

“…Most Arab EFL students are grade-oriented, so they mainly read for ER grade only, not for the holistic benefit from the program. These findings are consistent with the previous findings of Al-Damen (2018), Al-Nafisah (2015, Campbell & Weatherford (2013), Meniado (2018), andRobb &Kano (2013). These challenges impede the smooth integration of the ER principles, which can make the ER program unsuccessful.…”

“…This is because of the absence of strong reading culture in the country, noninclusion of ER in the basic education national curriculum, teachers' lack of training in properly using ER in classrooms, and the unwillingness of teachers to go beyond the prescribed curriculum (Al-Nafisah, 2015). In the study by Meniado (2018), the common problems encountered in implementing ER include lack of sufficient reading books to choose from, lack of monitoring and support from teachers, lack of time to read, inability to comprehend, and lack of conducive places for silent reading. These findings highlight institutional (i.e., lack of resources and facilities), teacher-related (i.e., support), and student-related problems encountered in using ER as an approach in teaching reading.…”

“…Moreover, the 2018 IELTS Test Taker Performance Report (Academic Module) also indicated that Saudi Arabia, Oman, UAE, Qatar, and Kuwait had an average overall band score of 5.25/9.00 with reading (4.94) and writing (4.87) as the lowest (IELTS Partners, 2018). These persistent results can be partly attributed to Arab learners' poor English reading comprehension performance due to lack of strong reading culture, ineffective English reading instruction in schools, and limited support from parents and teachers (Al-Mahrooqi & Denman, 2016;Al-Qahtani, 2016;Erguvan, 2016;Meniado, 2018).…”

Reading approaches practiced in EFL classrooms: a narrative review and research agenda

“…According to Grabe (2009b), the significant benefits of ER are positive attitude and motivation towards reading, vocabulary growth, development of language and literacy skills, and increased conceptual-knowledge growth and reasoning. Meniado (2018) revealed that students had positive attitudes towards ER. The researcher further added that this approach was beneficial as it empowered students to become better readers and effective language learners.…”

“…(Anderson, 1999;Anderson & Nunan, 2008;Grabe & Stoller, 2019;Harmer, 2007;Hedge, 2001;Nation & Waring, 2020;Nuttall, 1996). Meniado (2018) suggested that blended IR and ER should be integrated into the curriculum. Paran (2003) also suggests that both IR and ER approaches complement each other and would be beneficial for getting the reading goals.…”